



» C 



^^■^^j 




Mjf^' 




r-.^ 



is 



LC 

6501 




f ^ -'-^ " 



I LIBRARY OF CONGRESS. I 



Chap. 
Shelf 



.LKh^df 



I 



UNITED STATES OF AMERICA, i 



.lUS 




Important Announcements. 

IN the work of the Chautauqua Circle much inconvenience results from the failure of persons to 
read instructions sent them. C. L. S. C. members are therefore urged to read with especial 
care, the following communications : 

1. The general eight-page " popular education " circular. (Changes are occasionally made 
in this circular, and it should be read carefully at the beginning of each year.) 

2. The class columns and other general announcements in each number of The Chautauquan . 

3. This membership book. 

The C. L. S. C. membership book is sent only to enrolled members. The receipt of the book is 
therefore an acknowledgement of the membership fee, and as the envelope containing this book 
bears the date of entry of the fee, it should be carefully preserved until the end of the four years' 
course. 

The careful reading of the four years course is essential to graduation in the C. L. S. C The 
filling of memoranda is not absolutely required, but all students (unless prevented by illness 
or other sufficient cause) are expected to fill out the four page memoranda, which affords a 
condensed review of the years work. 

The white seal memoranda (containing twelve pages of questions), is supplied to all students 
and if 80 per cent, of the questions are correctly answered, a white seal will be awarded, without 
extra charge. Those who wish the paper examined and the exact grade reported to them, will 
send with the paper twenty-hve cents for this additional service, or one dollar if they wish the 
paper corrected and returned to them. Four white seals may in this way be earned during 
the four years course, or these papers may be filled out and the seals awarded after graduation 
The garnet seal memoranda on the four garnet seal books, will also be supplied free of charge 
to any student applying for it (a form of application will be found on page 15 of this book), and it 
80 per cent, of the questions are correctly answered, a garnet seal will be awarded. Those who 
wish the paper examined and the exact grade reported to them will send with the paper twenty- 
five cents for this additional service, or one dollar if they wish the paper corrected and re- 
turned to them. There are four garnet seal courses, one supplementary to each year of the 
regular course. The course may be read and the seals earned either before or after graduation. 

Memorial Day. — The regular memorial days of the C L. S. C. are given below. They are 
printed in red ink in the accompanying calendar. 

October i. Opening Day. April 23. Shakspere Day. 

November 3. Bryant Day. , May i. Addison Day. 

November g Special Sunday. May 10. Special Sunday. 

December 9. Milton Day July 12. Special-3unday. 

January 29. College Day. August 8. (Saturday). Inauguration Day. 

February 8. Special Sunday. August 15. (Saturday). St. Paul's Day. 

February 27. Longfellow Day. August 19. (Wednesday). Recognition Day. 

The special-memorial days relating to the readings of the current year are given on the cover 
of this book. 

Contents of the Membership Book. . 

Page 

C. L. S. C Reading Courses for 1890-91 2 

Letters from Chancellor, Principal and Counselors 3-8 

Hints upon the readings by the authors of the books . 9-13 

Recommended Order of Study for the Year 14 

Blank forms to be returned to the Buffalo office 15 

Four page and white seal memoranda to be retained by the student . . . .- 17-32 

Suggestions for Local Circles 33 

Four page and white seal memoranda to be returned to the Buffalo office . . Detached. 

Test Papers — Optional work for students 34 

Inductive Bible Studies 35 

C. L. S. C. Special Courses 36-40 

Chautauqua Correspondence College 3d cover page 

List of Chautauqua Assemblies last cover page 

Write Your Name and Class in the Blank Space on the Cover. 



f)©cg3C2«c3>c3'^0= 



&o'Sl>«S:>»S9o^3cgio^>33 




a^»C^J€3>S§!<3:<:3aCSC§<3^': 



<S;>^5=S>«fe<^'^5o^<^>^SaS3<^<^;^o 



J>f6 



CnzxuTnuQun 
Circle 






srst&MxfJc -jcoMG sj'aw 



orrrcERs 

LEWIS MILLER, President. JOHN H. VINCENT, Chancellor. 

JESSE L. HURLBUT, Principal. 

COUNSELORS 

Lyman Abbott, D. D, Bishop H, W. Warren, D. D., 

J. M. Gibson, D. D , W. C. Wilkinson, D. D., 

Edward Everett Hale, D. D. James H. Carlisle, LL. D. 

Miss K, F. Kimball, Office Secreta7y. A. M. yiK%.T\^,Gtneral Secretary. 

A. H. Gillet. D. D., Field Secretary. 
Mrs. Mary H. Field, San ]ose, Ca.\., Secretary for Pacijic Coast. 
Lewis C. Peake, 32 Church St., Toronto, Can., Secretary for Canada. 
Mrs. a. M. Drennan, Nagoya, Owasi, Japan, Secretary for Japan. 
Miss M. E. Landfear, Wellington, Cape of Good Hope, Secretary for South Africa. 



Copyrighted iSgo by ChqMtauqua Literary and Scientific Circle. 



The Chautauqua Literary and Scientific Circle. 

Courses of Reading for 1890- 1891. 
i. Work for Undergraduates. 

(a) Arrangement of Classes. — The C. L. S. C. was organized in 1878. The class that joined then read four 
years— that is, 1878-18S2. In 18S2 this class was graduated, and its members are still known as belonging to the 
"Class of 1882." 

The readings of the several classes for any one year are substantially the same. The course marked out below 
for the year beginning in the autumn of 1890 and closing in the early summer of 1891, will be— 
The first year for the Class of 1894. The third year lor the Class of 1892. 

The second year for the Class oi 1893. The/ourth year for the class of 1S91. 

The Class entering in 1890 is the Class of 1894, l\ VL Cp.^ ^^ \ 
Four Years' Course of the C. L. S. C. • ' , -^ ■ 



1891-93. 

American History. 
American Literature. 
History and Literature of 

the Far East. 
Physiology and Hygiene. 
Questions of Public Interest. 
German Literature. 
Religious Literature. 



1892-93. 

Greek History. 
Greek Literature. 
Greek Mythology. 
Ancient Greek Life. 
Circle of the Sciences. 
Zoology. 
Chemistry. 
Philanthropy. 
Religious Literature. 



1893-94. 

Roman History. 

Latin Literature. 

Human Nature. 

Political Economy. 

Art. 

Philosophy. 

Physics. 

Physical Geography'. 

U.'ies of Mathematics. 

Religious Literature. 



1890-91. 

English History. 
English Literature. 
English Composition. 
Astronomy. 
Geology. 
Pedagogy. 
Readings from 

French Literature. 
Social Questions. 
Religious Literature 

Required Iiiterature. — The circle has gradually secured a class of books written by leading authors and 
especially adapted to the needs of self educating readers. These volumes are approved by the six counselors whose 
names appear on the title page of this pamphlet. 

The Chautauquan, organ of the C. L- S C, contains much additional reading matter by the best American 
and English writers. 

The books for 1890-91. 

Outline History of England, James R. Joy. . . . . . . . . $1 00 

From Chaucer to Tennyson, Prof. H. A. Beers, Yale. . . . . . . .100 

Our English, Prof. A. S. Hill, Harvard. ......... to 

French Course in English, Dr. W. C. Wilkinson. . . . . . . . . i 00 

Walks and Talks in the Geological Field, Prof. Alex. Winchell . . . . . i 00 

History of the Church in America, Bishop J. F. Hurst. ....... 40 

The Chautauqu an (12 months) ........... 2 00 

The required readings in The Chautauquan will include papers on the following subjects ; 

1. " How the Saxons Lived." 2. "English Ideas of Property in Land." 3. "The English Constitution.'* 
.4. "English Vignettes." 5. " History of the Intellectual Development of the English People." 6. " The Religious 
Life oi England." 7. " Studies in Astronomy." S. " The English Town." 9. "The English Domain." 10. " Practi- 
.cal Talks on Writing English." 11. "Advanced Thought of England." 12. " Social Life in Modern England." 
J3. " England as a Financier," etc., etc. 

For the four page memoranda, which is not absolutely required but which each member is expected to fill out. 
-see latter part of this book. 

(6) Tlie W^hite Seal Conrse consisting of twelve pages of questions on the above readings. See page 21. 
(c) The Garnet Seal Course composed of the following books : (See application form page 15.) 
Readings from Addison— C. T. Winchester. Readings from Milton— H. W. Warren. 

Readings from Goldsmith— Edward E- Hale. Ascham and Arnold— James H. Carlisle. 

Price for the set, $2. 
Memoranda on the above must be filled up and 80 per cent, of the questions correctly answered in order to 
obtain this seal. 

2. Work for Graduates. 

{a) The Regular Course. The following simple arrangement has been made for Graduates (Classes of 
:82-9o) who wish to pursue the current year's course of reading— with the undergraduates : 

An annual fee of fifty cents will entitle a graduate to all communications from the Central Office for that year, 
lincludmg the twelve-page memoranda. 

In this way two seals can be earned : 

1. For reading the books of \.\i^.regular course and filling out the regular four-page memoranda, a special seal 

will be given. 

2. For filling out the twelve-page memoranda on the reading of the regular course, answering 80 per cent of 
•the questions correctly, a white seal will be given. (See note at head of White Seal paper, page 21.) 

(b) The Special £nglish Course. A three year's course in English History and Literature, first an- 
nounced last year. Graduates who wish to join Circles that have already done one years woik, can take up the 
-readings of the second year with great profit. For full particulars ot this course send tor special circular to JOHN 

K. "VI SCENT, Drawer 194, Buffalo, N. Y. 

(c) Other Special Courses found on pages 36 and 37 of this book. 

S. C. L. S. C Preparatory Department. 

The Junior and Seaiior Courses of the Chautauqua Youn^- Folks' Reading Union are arranged in har- 
mony with the work of the C. L. S. C. They offer short courses in standard literature for young people in school or 
.other readers who are not sufficiently advanced for the work of the C. L. S. C. 



For circulars address the Buffalo Office. 



A Fore-Word from the Chancellor. 

npmS book is a volume of practical hints on study and a putting together in available 
form, of the various memoranda, addresses, and other documents which heretofore have 
been issued separately by the Office and sent during the year by post to the members of 
the Circle. It makes the work of the Office more valuable and permanent, and will, I 
trust, prove a firmer bond holding the members and the officers of the Circle in a 
more perfect unity of purpose and sympathy, which will react on both members and leaders, 
and thus advance the interests of a cause dear to both. 

This book is, in a sense, the innermost center of a wide-sweeping circle ; a center 
into which, with a sense of personal confidence, every member may retire ; a center 
for self-testing in lines of culture ; a center for wise counsel from our appointed teachers. 

This book is, therefore, in a sense, private and confidential. It is the personal property 
of those, who, having recorded their names in the Central Office, and having paid their 
annual fees, are entitled to especial attention and direction. 

It is a useful thing to be alone with one's self; to enter into a secret chamber for re- 
flection, self-scrutiny, and resolve. But after all, such self-centering and seclusion are 
difficult ; carried beyond a certain point, unwholesome, and in one sense impossible. It 
requires a certain measure of mental discipline to secure such self- withdrawal from a 
noisy world and a busy life. The effort produces the best effect in self-mastery and the 
power of concentration. But even this carried too far tends to make morbidness and a sickly 
selfishness. Against this evil thing one must scrupulously guard. Be much with yourself 
but not for yourself. 

I have said that in one sense it is impossible to be alone. Is not the all-searching Thought 
of the all-seeing One ever upon and within us ? Can we so retire from life as to be bej ond the 
reach and touch and throb of the Life-Giver ? In all our studies, therefore, whether of stars 
that shine in the remote heavens ; of mysteries revealed by the sciences of soil and sea ; 
of thoughts that burn on printed pages ; of motives, passions, imaginations, and pur- 
poses, that make their home within our own souls, let us always keep open the window 
between our deepest selves and the Holiest Heaven, that our communion may be with 
God, our souls be open to His light, our wills be subject to His sway, and we, ourselves, 
His agents for making this world more like His world, and His world above more popu- 
lous and rapturous because of our work in this, His world below. 

Chautauqua, N. Y., July 2, 1890. John H. Vincent. 



Principars Address. 



Dear Fellow Student : — 

I greet you in the name of the Chautauqua Literary and Scientific Circle ; a fel- 
lowship extending throughout all lands and over all seas. 

Ours is a circle of readers and of students ; of readers who read not for pastime, but for 
profit, with the purpose of informing the mind with the best in literature ; of students 
who study not merely for knowledge, but through knowledge to enlarge and strengthen 
character. 

There is a Chautauqua besides the lake in the state of New York, where the Hall of 
Philosophy stands in St. Paul's Grove, and where the Golden Gate is opened to admit 
the hosts of those who have completed the course of reading. We hope that you may 
meet with your classmates at the Round Table, may march with them in the pro- 
cession on the Recognition Day, and may receive the diploma, which looks equally 
toward the past and the future ; toward the past, in its record of work done, and toward 
the future in its spaces for seals which shall mark the steps yet to be taken in the up- 
ward path. 

But there is a greater Chautauqua than the summer assembly, and to that Chautauqua 
you may belong, even though you never visit "the Mecca of us all" on the shore of the 
lake. Yours is the Chautauqua whose Athenian watch-fires are burning every night in 
the year, wherever an earnest soul is pursuing our course of study. Though you read alone 
you belong to a world-wide fraternity. A hundred thousand and more are with you in 
spirit, reading the same books, in communion with the same thoughts, and seeking 
the same results in knowledge and in character. 

There is power in a book, for it contains human thought. The best of a great thinker 
enters into his book ; and the best of a people is in its literature. Through books 
we can enter into communion with Plato's thought, and Shakespeare's sympathy, and 
Tennyson's song. One good book entering into a life may transform it. No one can 
read the thirty volumes which constitute a Chautauqua course of four years, without 
having mind, and life, and character influenced for good. 

We suggest that you read a little, if no more than a little, every day. Make it a rule 
that no day shall pass over you without the opening of a Chautauqua book, and the 
reading in it at least one minute. The one minute will lengthen to ten, and the ten to 
twenty, and the twenty to forty, by an imperceptible growth. 

If possible, set apart for your reading the same hour in each day. Then the day's duty 
forms around the reading, and the Chautauqua hour becomes a habit. By far the 
best time for reading is in the morning, when the mind is clear, and the body is fresh. 
Half an hour early in the day in the companionship of good books will fill the time 
with inspiring thoughts, will lighten labor, and will supply themes for conversation. 

That study does the most for a soul, which enables it to see God. Through the writings 
of men, and most of all through the writings of inspired men, we learn of the Divine Mind, 
which is the source of all wisdom. May every Chautauquan obtain that knowledge 
which faith only can impart, and enjoy that fellowship which shall make us sods of God. 

Yours in the bonds of the Circle, 

JESSB L. HURLBUT. 



Habits of Reading. 

BY COUNSELOR LYMAN ABBOTT. 

MAKE time for reading. For this purpose utilize the now wasted fragments. Have 
a book in the dining room and read while you are waiting for your meal ; have a 
book in your overcoat pocket and read while you are riding in the horse cars to business. 
Schliemann did his first studying in Greek as a boy standing in line at the post-office waiting 
his turn for the letters. 

(2) Learn what not to read. Skip the gossip and the scandal in the daily papers ; skip 
the partisan editorials, which tell you only what you thought before. Waste no time before 
the intellectual looking-glass which gives you back a reflection of your own image. Read 
the newspaper with the pencil in hand, mark what is worth preserving and cut it out. Do- 
ing this will fasten the item in your memory, whether you paste it in a scrap book after- 
ward or not. 

(3) Extend this pencil habit. Make notes of all that you read. A good place for such 
notes in your own books is on the fly-leaf at the end of the volume. In reading borrowed 
books make the notes on a half sheet of note paper and file it away. Be careful how you 
vitiate your memory by reading what is not worth remembering, but do not discourage 
yourself from reading because you cannot remember all that you read. All food does 
not go into tissue — all reading does not remain in the mind. 

(4) Examine yourself on your reading. If possible have every day a self-recitation. 
Write down the most important points in what you have read or in the thoughts which 
that reading has suggested to you. Keep a journal, not of your feelings, but of your 
thinking. Doing this will make you think. No one fully possesses a thought until he 
has expressed it. Self-expression fastens it in the mind. 

(5) Avoid long courses of reading. Begin undertakings which you can have reasonable 
hope of finishing, and measure your reading not by the amount of ground you have 
covered but by the amount of thought stimulated and produced. 

(6) Finally, remember that perseverance is the mother of habit, and the only way to 
form a habit of reading is to keep on reading until it has become a habit. 



Good English. 

BY COUNSELOR EDWARD EVERETT HALE. 

nPHERE is no short cut, I fear, to good English, People who should read only a few 
-•- of the best written books, and talk with only a few people who are all careful in their 
language, would probably speak and write in good English. But this is no man's ex- 
perience. We all have to read a great deal of bad English, and we have to talk with a 
great many people who speak bad English. Whether we wish it or not, we shall be 
affected by the English which we see and hear. It follows that we must be on the 
look-out, that our own language, spoken or written, does not become careless, wordy, or 
weak, — perhaps pompous or pretentious, — or that it does not take in phrases which are 
local, provincial, or slang. 

It is interesting to observe what foreigners read easily, and so like to read of our lan- 
guage. This use of it is, indeed, a good test. They dislike Dickens. They call him "hard," 
— meaning hard to understand. They like Goldsmith, — their children read "The Vicar 
of Wakefield" more than we do. They like Franklin's English. I think the centennial 
of Franklin's death was observed by more persons in Germany than in America. The 
simplicity of De Foe, the writer of Robinson Crusoe, has a great deal to do with the popu- 
larity of that novel. And, in general, it will be found that books of any wide-spread popu- 



larity are in simple English. Many a translation fails to command the attention which 
the original received, because the English, though intelligible, is not simple. A foreigner 
would say it was not ' ' easy. ' ' 

I say all this by way of giving the hint to people who want to write good English, — 
that they will do well to try Franklin's plan. Read carefully a page of good English,— say 
a bit of Franklin's own work, — so that you can remember what he says. Do not commit 
the words to memory. A day afterward write it out as well as you can, applying such rules 
as you have confidence in. Compare your English with his. See why his is better, if 
you can. There are many good guides, if you will use them. I know none better or 
more entertaining than Hill's Rhetoric, which is published by Harper. 

A person who talks good English, will generally write good English, though not 
always, — and the converse is true, — that a person who writes good English will gener- 
ally talk good English. But this is not always so. For, as has been said, you can study 
about your writing ; and you can correct it before you use the revised copy. But good 
talk cannot be studied, A man must not be thinking about his adjectives and adverbs. 
But I find that what I call bad talk is more apt to fail from moral defects, than from mis- 
takes or ignorance in rhetoric or grammar. If a person thinks of himself more highly 
than he ought to think, he will certainly be a bad talker. If he is envious, or jealous, or 
selfish, he will be a bad talker. Many people do not listen to what is said to them. They 
are too eager to speak themselves. What they say, therefore, has no close connection 
with the conversation, and, in this regard, they are bad talkers. But you see that this 
is a moral failure. If they had not been conceited, had they been willing or glad to listen, 
they would have talked better. In the same proportion as they do not listen well, do they 
fail to notice the difierence between bad talk and good. To a certain extent they put 
themselves in the position of deaf people, because they do not hear, do not speak well, 
or perhaps at all. 

I^et no one be discouraged. Abraham lyincoln, who used such good English, seems to 
have learned it from a dozen books such as any one may have at hand. Harding's life of 
himself is a book of excellent English, yet he says in it that he could not read till he was 
a man, — and never knew any language but his own. William B. Greene wrote admirable 
English. ' ' How do you write English so well ? ' ' asked a near friend. " I do not know, ' ' 
said he, "unless it be that I cannot write I^atin." 



The Reading of History. 

BY COUNSE;i,OR JAMES H. CARLISI^E 

EARLY in this century a native of Pennsylvania wrote a " History of South Carolina," 
on the title page of which he placed this striking sentence from Matthew Henry : 
"The Muse of History has been so much in love with Mars, that she has seldom con- 
versed with Minerva." As now written, histories are more attractive and instructive to 
common readers. They come home, more directly, to our business and bosoms. Any 
spring branch, followed far enough, will lead to the ocean. The common words we 
speak, the usages of daily life, the institutions of church and state, that protect us, — 
each of these has its instructive record of origin and growth. -Coleridge says the 
plainest human face we meet is at once a history and a prophecy. The trifling gossip 
is really a historian not fully developed. Let our interest in human beings be higher and 
purer. The two years given to English and American history and literature may be very 
profitable to Chautauqua students. Let them read the course thoroughly, and then 
read from it, and around it, widely. The great current of human history is bearing us 
onward. Let us patiently, hopefully, reverently study "whence it cometh, and whither 
it goeth." 
Spartansburg, S. C. 



The Study of Church History. 

BY COUNSELOR H. W. WARREN. 

CHURCH history is the true history. Kings and princes rise, move, and fall, but they are 
often onlj' mere puppets or pawns put forward to be taken. The real history is what 
God sees behind all parades and battles. We may see as He does. His eye never misses 
the river that flows under the mountain in the deep, dark cavern of Adelsberg, nor the 
current of His church in any Dark Ages. Nor should we. Pharaoh, Nebuchadnezzar, 
and Belshazzar supposed there was something in the wisdom they had, the armies 
they maneuvered, the cities they built; but the only real outcome worth keeping was 
Joseph and his enslaved brethren in the one case, and the incomparable heroism of Daniel 
in the other. It is church history that passes by the phantasmagoria of dreams and gives 
the real life that survives. 

Church history is the only thing that enables one to see connectedly through all 
ages, kindreds, and nations. Secular history is as disconnected as the dictionary. Church 
history moves through all to one far off divine event to which the ages move and for 
which alone the world stands. The world now values things according to their relation 
to this continuous reality. A cylinder of baked clay confirming a Scripture date — dryest 
of all facts — is worth more than its weight in gold. 

To study it, first get a few great era- dates in mind. The birth of Christ is the center 
of all historj'. The infidel confesses the all-commanding influence of Jesus every time he 
writes a date. Then fix in mind the date of the Exodus, Solomon's untarnished splendor, 
Elijah's masterfulness, etc., all by God's personal help. Then fix the time of Con- 
stantine, WiclifFe, Huss, Savonarola, Luther, Wesley, just as great proofs of God's 
personal help. Most events will then fall into a sufiiciently definite order of time. 

In the Bible there is a beautiful and orderly "progress of doctrine." So there is in his- 
tor5\ Get the cue and you will walk through mysteries with an open vision. 

One "thinks God's thoughts after Him " in the study of the movements of the heavenly 
bodies. Not less does he in the movements of earthly history. 

From our English Counselor. 

My dear Fellow-Students : — 

I am specially interested in the course for '90-91, as it will be "the English year.'' 
May I respectfully suggest, in the brief space allotted to me, two things to be remembered ? 

The first is that English history is your own. You are joint-heirs with us of all the 
wealth and honor which have come down from our memorable past. New England is 
not confined to the small northeastern corner of your land to which the name is usually 
applied. It stretches from the Atlantic to the Pacific, and from the Mexican border to 
the North Pole. By all means then, study our history and literature as your own. 

The other suggestion I have to make is that you study the past in the light of the 
present. Let the England of to-day be in your mind, while you are studying the 
England of yesterday, I am glad to observe a series of articles in T/ie Chautauquan on 
"Modern English Politics and Society." These articles are a good preparation for 
next year's course, and it may not be amiss to look out for any articles of the same kind 
you may have time and opportunity to read from the first-class English periodicals. Put 
yourself in the position to ask the questions : How has the present grown out of the past ? 
And, What has past experience to teach for the future guidance of English and American 
statesmen and people ? 

I am glad to observe evidence on all hands that our people are beginning to take the 
same intelligent interest in things American, as you take in all that concerns us. The 
conspicuous success of Prof. Bryce's "American Commonwealth" is a pleasant proof of 
this. A circle of young ladies in my neighborhood has just finished the study of its 
three bulky volumes. That means work ; and it means wise and thoughtful interest in 
the Anglo Saxon heritage beyond the sea. Perhaps some of you may, by these studies, 

7 



be preparing yourselves for doing for the next generation of American students of English 
institutions similar work to that which this distinguished historian has done for those of us 
who wish to understand and appreciate the great American Commonwealth. Wishing you 
a most fruitful year, I am yours faithfully, 

J. M. Gibson. 
London, May 6, 1890. 



The Study of Literature. 



To my Fellow-Students of the Chautauqua Literary and Scientific Circle : — 

Our Chancellor desires me to address to you a letter on the study of Literature. This 
I very gladly do, for it is a subject that has much occupied my thoughts of late. I must be 
very brief, and in order not to waste words, perhaps the best thing I can do to begin with is 
to submit a definition of literature. 

What, then, is literature ? 

Literature, let us say, is the written expression of what men have observed, thought, 
felt, fancied. Mere knowledge, or, as it is more strictly called, pure science, may be re- 
garded as not constituting literature proper, — unless it shall first have been touched and 
qualified with something beyond pure science, namely, thought, emotion, imagination. 

The divine element, peculiarly and uniquely present in the Bible, does not exclude this 
Book of books from the domain of literature. Men wrote the Bible, however much God 
helped them write it ; and this fact brings the Bible fairly within the bounds of the 
statement already made of what literature is. 

Of course the recognized existing body of literature, in whatever language, is made up 
of the best, or the supposed best, of all that men have committed to writing of their ob- 
servation, their thought, their feeling, their fancy. To become acquainted with literature 
is, thus, by the very definition itself of the word, to take on an immense addition to our 
own individual sphere of being. We, as it were, annex all men, that is, the select, wisest of 
all men, to ourselves. We become, by so much, greater, by so much live a larger, richer, 
more varied life. 

No amount of mere knowledge, pure science, will make a man truly wise. Knowledge 
needs transmutation, in order to be wisdom. Literature, so far as it consists of science at 
all, consists of science thus transmuted. Science fills the mind, but literature nourishes it. 
This distinction is a vital one. Science is valuable, but science does little, while literature 
does much toward making men what in themselves they are. You may know things, es- 
pecially the things of what is restrictedly called science, without thereby becoming sensibly 
changed in your true self, in your inseparable character. But literature leaves no man the 
same as he was before he studied it. He is now become, in himself, and permanently be- 
come, both more and other than he was. 

Life for us is, after all, chiefly a succession of thoughts, feelings, fancies. According as 
these are good, fair, noble, abundant, the life you live is a blessing. It is the ofi&ce of 
literature to supply such aliment to the soul. In studying literature, you literally feed your 
life, your true life. 

That we might have life, and have it more abundantly, was what Christ came for. The 
most life-giving literature in the world, because the richest feeder of high, pure, meek- 
making thought, feeling, faith (which, in one important aspect of it, is imagination en- 
gaged in realizing things not seen, turning into substance things hoped for), is the book 
whose Mountain of Light is the Person of Christ. That we may go on and on to know 
deeply this literature first, and then all literature beside, in proportion as it is good, judged 
by that standard, is the ardent wish of your 

Fellow-Student and Counselor, 

W11.LIAM Cleaver Wii^kinson. 



Previews of the Required Books. 



Outline History of England. 



Chapter I. is a condensed statement of 
English Geography, i. British Isles.* 2. 

J Mountains. 3. Rivers. 4. Counties and 
. towns. Consult map facing p. 12. The 
history proper begins with chapter II. i. 
Earliest Britons. 2. Notices in classics. 
|;. Caesar's invasion. 4. Druids. 5. Roman 
conquest and occupation. Chapter III. re- 
cords. I. Advent of English^utes, Saxons, 
kngles. 2. Seven Kingdoms. 3. English 
law and social order. 4. Conversion of Eng- 
lish. 5. Rise of West Saxons. In chapter IV. 
a, new element appears, i. The West Saxons 
javing mastered England meet the Danes. 

]p. Alfred the Great. 3. St. Dunstan. 4. 

"^^thelred yields to the Danes. 5. Canute's 

f'house. 6. Godwin. 7. Edward Confessor. 

^. William of Normandy invades England. 

rrhe fifth chapter covers three reigns : i. 

^Villiam ends the conquest and establishes a 
entralized government. 2. The red king 
tyrannizes over the English. 3. Henry I. 
lays foundations of better laws. Stephen's 
troubled reign {chapter VI.) weakens the 
royal power and builds up the nobles. They 
are controlled by the wisdom of Henry II. the 
first Plantagenet or Angevin king. Richard 
Lion-heart goes crusading. False King John 
is overpowered by the nobles and signs 
Magna Charta, 12 15. England loses her 
possessions in France. 

Chapter VII. finds the nobles still aggres- 
sive. Led by Simon de Montfort they force 
the king to grant a Parliament. Edward I. 
reigns gloriously, conquering Wales and at 
war with Scotland. His weak son Edward II. 
Chapter VIII. Edward III. claiming French 
crown. Hundred years' war. Crecy. Ed- 

• Early copies of this volume have incorrectly (on page 
iS.line 14) Wales, for England, and (same page, line 15) 
IVhich for IVales. 



ward the " Black Prince." Wiclif and the 
Lollards. John of Gaunt. Richard II. Wat 
Tyler's rebellion. Henry IV. usurps Rich- 
ard's throne. Henry V. at Agincourt. France 
conquered. Chapter IX. i. Regency for 
Henry VI. 2. Joan of Arc. 3. Wars of 
Roses. 4. Edward IV. 5. Edward V. and 
Richard III. 6. Bosworth Field. Chapter X. 
Henry VII. rules tyrannously. i. Simnel and 
Warbeck. 2. Star Chamber. 3. Henry VIII. 
4. Wolsey. 5. Divorce. 6, Break with Pope. 
Henry VIII. 's children fill chapter XI. Ed- 
ward VI. the extreme Protestant. Mary the 
persecuting Catholic. Elizabeth. Mary 
queen of Scots. Armada. 
The Stuart family appears in chapter XII. 

1. James I. on divine right. 2. Quarrels with 
parliament. 3. Favorites. 4. Foreign 
Policy. 5. Charles I. 6. Buckingham. 7. 
Quarrels with Commons. 8. Eliot, Strafibrd, 
Laud Pym, and Cromwell. 9. Civil War. 
10. Death of Charles. Chapter XIII. 1. 
Parliament and army. 2. Cromwell's eiforts 
for settlement. 3. Richard Cromwell. 4. Monk 
restores Charles II. 5. Party politics. 
Chapter XIV. i. James II. the Catholic. 

2. Argyle and Monmouth. 3. Dread of 
Catholics. 4. William of Orange. 5. The 
Boyne. 6. William and Mary. 7. War of 
Spanish Succession. 8. Queen Anne and 
Lord Marlborough. 9. Protestant Succes- 
sion. Chapter XV. i. George I. 2. Jaco- 
bite plots. 3. Walpole. 4. George II. 5. 
William Pitt. 6. The Young Pretender 7. 
George III. and America. 8. Young Pitt 
and Napoleon. 9. George IV. 

Chapter XVI. i. William IV. and the 
Reform Bill. 2. Victoria. 3. Chartism. 
4. Free Trade. 5. Colonial Wars. 6. Irish 
disorders. 7. Gladstone's reforms. 

James Richard Joy. 



Our English. 



T'^HE key-note of "Our English " is struck 
■*- in the quotation from Coleridge's" Biog- 
raphia Literaria," which precedes the table of 
contents. In this paragraph, published 
nearly seventy-five years ago, the great 
English philosopher speaks, as one might 
speak to-day, of the prevalence of vicious 
phraseology in all descriptions of writing 
and speaking, and of the extreme difficulty 
of preserving "our style wholly unalloyed 
by" it. 

Following the lines suggested by Coleridge, 
the introduction points out the difficulty 
which we all have with our own English, and 
the duty of always speaking and writing our 
best. The importance of doing this duty is 
dwelt upon, and ways are suggested in which 
every one, whatever his age or position, may 
help the cause of good English. 

The first two essays deal with English as a 
matter of education : the first considering it 
as taught in schools, the second considering 
it as taught in colleges. 

I. — The first essay begins with a statement 
of the difficulties in adapting instruction in 
English to children of all sorts. Some of the 
causes of the ill success of beginners are then 
pointed out, and a plan of reform is sug- 
gested. The plan, in brief, is: (i) to post- 
pone the writing of compositions so-called, 
till the pupil is able to use his pen with free- 
dom ; and (2) to take pains, after that time 
has arrived, that the pupil shall be interested 
and interesting. In the discussion of this 
branch of the subject, something is said of 
the manner in which grammar should be 
studied ; of the ways in which a teacher of 
English may be helped by teachers of other 
subjects; of " school-masters' English" ; of 
the qualities which characterize a good com- 
position ; and of the primary importance 
of studying English less as language or 
literature than as a means of facilitating 



communication between mind and mind. 

II. — The second essay, after comparing the 
position of English in the colleges ten years 
ago with its position to day, urges the im- 
portance of making the language an impor- 
tant part of every college curriculum, and of 
teaching it primarily as a means of commu- 
nication. Then follows a consideration of 
the true scope and limits of college instruc- 
tion in English composition. 

III. — The third essay shows the injurious 
effects of second-rate newspapers and novels 
upon the English of those addicted t 
reading, and points out ways by whic.i 
provement in the quality of current E ^""^^^ 
may be brought about. '''•'^ 

IV. — The fourth essay affirms that, '■^^^ 
ever may have been the case in former '^^rrf 
pulpit English nowadays differs ''i^*^ 
essential respect from pew Englisi ' S 
that the best preachers are those who ''^^ 
and speak like other human beings. ''°' 
successful preacher, it is maintained, h?"-^ 
thing to say, and says that one thinj'/"- 
cisely, clearly, connectedly, and w ^^^ 
much vigor as is compatible with good"^^ ^ 
If, then, the best sermon is that whic]'-^'^^ 
faithfully represents the individuality - -^ 
preacher, the true way to improve t ^^^^ 
mon is to improve the sermon- writer. ^■"'^^ 

V. — The fifth essay begins by lam/'' -^ 
that good conversation is so rarely h' '^^^ 
society at present; goes on to inqi'^^^^^' 
what ways the social faculty may be •■^"^ 
vated; discusses the nature of the qv'^iTi 
which lead to success in the art of cor (M 
tion ; and points out the characteristic ^.^cel- 
lencies of the English of conversation. The 
rest of the es^y is devoted to a consideration 
of the place which colloquial English should 
hold in extemporaneous addresses, in episto- 
lary correspondence, and in books. 

A. S. Hill. 



From Chaucer to Tennyson. 



nPHE volume entitled "From Chaucer to 
-*- Tennyson ' ' is designed to furnish the 
reader with a guide or introduction to the 
independent study of English literature, and 
to give him a bird's-eye view of the history of 
the subject. It is not meant to take the place of 
such independent study, but rather to lead up 
to it. I should regard the book as a failure, if it 



did not serve to inspire in the reader a wish 
to make acquaintance at first hand with the 
books and authors that it describes. 

My advice as to the proper use of the 
volume is as follows : First let the student 
read it through rapidly, not trying to fix 
names and dates in his memory, but aiming 
only to get a general impression of the de_ 



velopment of our literature and the changes 
in its spirit and form from one age to another. 

Next let him select any author who seems 
to him especially attractive or important, 
and after re-reading the paragraphs devoted 
to him in the history and the extracts from 
his writings given in the appendix, let him, 
with the help of the reading course at the 
end of the chapter, read carefully three or 
four of his principal writings. 

Let him follow this plan with other authors, 
choosing them not necessarily in chronolo- 
gical order, but in the order of the interest 
which he feels in them. An intelligent and 
appreciative reading of the best work of 
twenty or thirty leading English writers is 
worth more as a means of culture than any 
amount of reading about them in manuals 
and literary histories. 

The knowledge thus obtained, if the work 
is carried far enough, will be sufficiently 
"systematic." But even should it stop 
short of that — should it embrace only ten or 
a dozen writers — it will be of a genuine kind 
so far as it goes. A reading course should 



be somewhat elastic cind should allow for in- 
dividual tastes. It should be followed spon- 
taneously and naturally, without too rigid a 
regard for "system." Pleasure is an impor- 
tant element in all really fruitful, intellectual 
work. 

To illustrate the method proposed, let us 
take, for instance, Jonathan Swift. If the 
student feels an inclination to make a fuller 
and more original acquaintance with this 
particular author, let him first re read the 
brief account of Swift, on pp. 140-142 and 
the passages from "Gulliver's Travels" 
given in the appendix. Then let him read 
thearticles on Swift in Thackeray's " English 
Humorists" and Gosse's " Eighteenth Cent- 
ury Literature " (p. 142). He will then be 
in position to read understandingly the 
writings of Swift specially mentioned in the 
reading course on p. 142, or in the text on 
pp. 141 and r42. Abundant suggestions for 
further reading in Swift will have been fur- 
nished in the authorities already consulted. 
Henry A. Beers. 



Walks and Talks in the Geological Field. 



•T^His is not a plain treatise on geological 
J- themes. The reader accompanies the 
author into the field of nature, and enters into 
direct communication with the objects which 
tell the story of the world. Filled with enthu- 
siasm himself, the author employs a style 
always earnest and sometimes glowing, in 
directing his reader's attention to the facts 
which prove so full of meaning ; and 
when he and the reader come into the 
presence of the loftier truths disclosed in the 
progress of the story, a common inspiration 
lifts them up, and they feel together the great- 
ness and beauty and unity of that wonder- 
ful scheme of which they are a part. 

This lesson which the world teaches us — 
beautiful as it is sublime — begins at our very 
doors. The very stones which overspread 
our fields are samples from the old, old 
foundations on which the continents are 
built ; and each has its tale to tell — to the 
happy ones who can read it — of vicissitudes 
passed through — of great and transforming 
trials which the hoary earth has undergone 
in the years of its infancy and youth. We 



scarcely step into the fields, or climb the hill- 
side ledge, without discovering that fire and 
water have each expended their fiercest en- 
ergies in shaping the globe and finishing the 
surface as we see it. Here are rocks which 
have been vitrified by heat, and there are the 
relics of populations which could only dwell 
in the sea, at a time when ocean asse ted 
supremacy where now the continents provide 
homes for man. Nor has heat retired com- 
pletely vanquished, from the conflict which 
once waged at the surface ; for geysers and 
volcanoes seem to be but the outbreaks of 
the fretted prisoner now entrenched within 
ramparts of rocky crust. But since heat as- 
serted complete dominion, the ocean has 
been here, as wide as the world ; and its 
grotesque populations, ever changing with 
the ages, have been by turns, the noblest 
forms yet sent to hold possession of the fair 
planet, and lead the way up the line of 
progress toward man. All the evidences of 
these chapters of terrestrial history lie in the 
rocks over which we walk, into which we 
penetrate with our inquiries, and from which 



zi 



we receive the responses which unfold the 
secrets of a past inconceivably more ancient 
than man. 

What we observe tells us the tale of a cool- 
ing globe. Inquiry now asserts its right to 
pry into the beginning of the cooling pro- 
cess, and trace its progress down through the 
ages of world life, and onward into the com- 
ing ages, whose events are sure to be un- 
folded, though man will have passed to an- 
other stage of being. We picture to our- 
selves the cosmical dust, through eternities, 
gathering, condensing, heating. Then in 
thought we follow it as fire-mist, whirling, 
ring-making, planet-forming ; and trace the 
inevitable history through the ages of world 
incrustation, seonic rains and lightnings, 
a universal ocean, the first glimmer of life, 
the emerging nuclei of continents, land pop- 
ulations, and a slow grand progress along a 
highway of improvements — ever toward man. 
Then, as we reason, we discover the juncture 
at which man arrived, like a ripened fruit, 
and began to assert dominion . 



Now at this magnificent panorama of events 
we pause and gaze ; and reflections deeply 
absorb us. Of what a stupendous history 
are the occurrences of to-day a brief chapter ! 
The past stretches toward a beginning too 
remote for our powers to grasp ; but from 
that beginning the progress has been un- 
broken, and one guiding hand has steadied 
and controlled the movement. Events are 
rolling into a future as incomprehensible as 
the beginning ; but if nature be true — if the 
Mind which moves nature has no purpose to 
betray our intelligence, the unseen and un- 
enacted finalities of the coming centuries 
may be reckoned as sure as the historic past. 
And in the midst of all these physical vicis- 
situdes, man stands as a part. His organ- 
ismis an epitome of the past ; his material 
part has measured the eternities with the 
mountains ; and his intelligence takes in the 
thoughts of God. These are the fields of 
contemplation to which our Walks and Talks 
lead the way. 

Alexander Wincheli,. 



American Church History. 



HPhe study of American Church History is 
-*- now attracting more interest than ever be- 
fore. We have been compelled to write it 
for ourselves, the European historians never 
having given the subject more than a mere 
passing notice. There are two general de- 
partments into which the Church History 
falls — Roman Catholic missions and Protest- 
ant colonies. The Romanists were far in ad- 
vance, the first discoveries being Spanish 
and Italian, Mexico, Central America, and 
South America being the chief field. But 
Canada came in for its full share, the French 
priest missionaries carrying on their work 
with great zeal. The beginning of Protestant 
effort was with the planting of the James 
River Colony and the Plymouth Colony. The 
whole Colonial period was distinguished 
for its religious quality. The revival in the 
middle of the 1 8th century was of great in- 
fluence in giving to the Colonial church an 
intense spiritual quality. Then came the 
National period. The period at the beginning 
of the present century was of wide extent, 
and served to save the country from the 
threatening French infidelity. 



It is well to bear in mind these two great 
periods — the Colonial and the National — and 
to group the characteristics and events which 
belong to each. The fullest history of the 
American church has been written in the 
denominational histories, and these need to 
be studied in order to see perfectly what the 
great bodies have done. The chapters which 
we have given can be enlarged by minute 
reading, and wherever a new event or general 
current of thought is met with in other works, 
it would be well to make a memorandum of 
it, and by some signs or marks indicate its 
place in this little work. We would suggest 
that the table of contents be memorized, for 
in this way only can we get a fair conception 
of the great field of the history of the Ameri- 
can church. 

The following works are to be recommended 
as furnishing important matter on the Ameri- 
can church : Baird, Religion in America ; 
Smith, Characterized Tables ; The American 
part of Fisher's History of the Church ; and 
Dorchester, Christianity. 

John F. Hurst. 



The "Classic French Course in English." 



T^HE readers of this book are begged to 

-*- notice, at the outset, with some care, ex- 
actly what it is. The best way, perhaps, to 
begin explaining what it is, will be by 
stating what it might naturally be supposed 
to be, but which in fact it is not. 

It is not a history of French literature. If 
it were this, it should at least name all the 
important authors that have written, and all 
the important books that have been written, 
in the French language. It would thus con- 
stitute still more a book to refer to, than a 
book to read. This, however, is designed to 
be, above all, a book to read. 

In the next place, the " Classic French 
Course in English" is not a repertory of 
select passages from French literature. 
Select passages there are in it from French 
literature ; but these do not constitute the 
book. They simply form a feature of it. 

In the third place, this is not a compend of 
critical appreciations of French books. Such 
appreciations occur in it, but these, again, 
are not the book. 

The " Classic French Course in English " 
is a course of reading in the English language 
planned to give readers of it a fairly effective, 
just idea of what classic, that is, standard, or 
generally acknowledged best, French litera- 
ture is. This aim is accomplished by telling 
who wrote, what they wrote, and under what 
circumstances, how they wrote, that is, how 
well, and in what way well, with the restric- 
tions and qualifications of praise necessary to 
be made ; and then by showing in sample that 
which has thus been told. 

The order of time has for the most part 
been followed in treating of the various 
writers. This order, however, has been here 
and there departed from for the sake of some 
particular grouping of names which, for one 
reason or another, it was deemed desirable 
to bring together. 

May the author of this book venture on 
making a few suggestions as to profitable 
ways of reading or studying it ? 

In the first place, hold the author responsible 
in your minds for meaning something definite 
in everything he says. Try to get his exact 
meaning, and then judge it as to its truth 
and soundness. Return upon your author's 
statements occasionally, and review them in 
the light of new knowledge gained. Make 



up your mind for yourself , as far as possible. 

Discuss the book, come up in it, tell others 
things that are in it, and hear what they have 
to say, put yourself in the way of being 
questioned and required to give account of 
your reading. 

Check your author by comparing with him 
other sources of knowledge on the subjects 
of which he treats. Then do not conclude 
certainly, either that he is right, because an- 
other confirms him, or that he is wrong, be- 
cause another contradicts him. Seek further 
still, if you can, before you finally decide. 
You will probably find that there are author- 
ities both for and against your author's 
views. The sole perfectly satisfactory way 
of determining the truth is by original study 
of your own. Accomplish, then, such study 
as far as you can make it practicable. Read 
in their French text the works represented. 
Next best, read a full translation of them. 
Then you will be better able to judge whether 
your author has done justice to them— and 
to you. 

Be sure to read in as many cyclopaedias as 
you can get access to, the articles, first, 
which treat of French literature and then 
those which treat of the individual authors. 

Examine (by index) any history you can 
command of French literature. You will 
find several mentioned in the "Classic 
French Course in English," toward the close 
of the first or introductory chapter. 

Use Poole's "Index to Periodical Litera- 
ture" to get references, under the names of 
the various authors, to articles in reviews 
and magazines on those authors. These 
articles, in their often sharply contrasted 
representations, will be found very interest- 
ing and stimulating. 

The author of the " Classic French Course 
in English" prepared his book in the hope 
and with the purpose to make all who prose- 
cute reading and study in his subject beyond 
his own pages, put more and more trust in 
his candor and judgment the further they go. 
Whether or not such shall be the result as 
to himself, in the case of the readers to whom 
he is now speaking, this at least he is sure 
of, that he has now been pointing out the 
track of investigation which will lead them 
the surest way toward the truth. 

W. C. Wilkinson. 



13 



Recommended Order of Study for 1890-91. 



October. 
English History. 
Our English. 
In The Chautauquan : 

" How the Saxons Lived." I. 

" English Ideas of Property in Land." I. 

" English Constitution — Origin and Growth." I. 

" English Vignettes." 

" History of the Intellectual Development of the English 

People." 
•' The Religious life of England." I. 
" Studies in Astronomy." 
" Sunday Readings." 
" Important Public Questions." 
"What Shall we do with Our Children?" I. 
November. 
English History. 
Our English. 
In The Chautauquan : 
' ' How the Saxons Lived. " II. 
" English Ideas of Property in Land." II. 
"English Constitution — Origin and Growth." II. 
" English Vignettes." 
" History of the Intellectual Development c fthe English 

People" 
" The Religious Life of England." II. 
" Studies in Astronomy." 
" Sunday Readings." 
" Important Public Questions." 
"What Shall we do with Our Children?" II. 
December. 
English History. 
Our English (finished). 
English Literature (begun). 
In The Chautauquan : 
" How the Saxons Lived." III. 
" English Ideas of Property in Land." III. 
" English Constitution — Origin and Growth." III. 
"English Vignettes." 
" History of the Intellectual Development ofthe English 

People." 
" The Religious Li e of England." 
"Studies in Astronomy." 
" Sunday Readings." 
" Important Public Questions." 
"What Shall we do with Our Children ? " III. 
January. 
English History. 
English Literature. 
In The Chautauquak : 

" After the Norman Conquest " I. 

"The English Town." I. 

"English Constitution — Origin and Growth." IV. 

" English Vignettes." 

" History of the Intellectual Development ofthe English 

People." 
" The Religious Life of England." IV. 
" Studies in Astronomy. ' 
" Sunday Readings. ' 
"Important Public Questio;s " 
"What Shall we do with Our Children?" , IV. 

February. 
English History 
E glish Literature. 
In The Chautauquan : 

" Alter the Norman Conquest." II. 

" The English Town." II. 

" The English Domain." I, 

" English Vignettes." 



" History ofthe Intellectual Development of the English 

People." 
" The Religious Life of England." V. 
" Studies in Astronomy." 
" Sunday Readings." 
"Important Public Questions." 
" Practical Talks on Writing English. ' 
March. 
English Literature (finished). 
Geology (begun). 
Church History. 
In The Chautauquan : 
" After the Norman Conquest." III. 
" The English Town." III. 
"The English Domain." II. 
" English Vignettes." 
" History ofthe Intellectual Development of the English 

People." 
" Advanced Thought of England." 
" Studies in Astronomy." 
" Sunday Readings." 
" Important Public Questions." 
"Ptactical Talks on Writing English." 
April. 
Church History (finished). 
French Literature (begun). 
Geology. 

In The Chautauquan : 
" Social Life in Modern England." I. 
" England as a Financier." I. 
" The English Domain." III. 
" English Vignettes." 
"History of the Intellectual Development of the English 

People " 
" Advanced Thought in England." 
" Studies in Astronomy." 
" Sunday Readings." 
" Important Public Questions." 
" Practical Talks on Writing English." 
May. 
French Literature. 
Geology. 
In The Chautauquan : 

" Social Life in Modern England." II. 

" England as a Financier," II. 

" The English Domain." IV. 

" English Vignettes " 

" History ofthe Intellectual Development of the English 

People." 
"Advanced Thought in England." 
" Studies in Astronomy.' 
" Sunday Readings." 
" Important Public Questions " 
' ' Practical Talks on Writing English. ' ' 
June. 
French Literature. 
Geology. 

In The Chautauquan : 
" Social Life in Modern Er' gland." III. 
" England as a Financier." III. 
" The English Domain." V. 
" English Vignettes." 
" History ofthe Intellectual Development of the English 

People." 
" Advanced Thought in England." 
" Studies in Astronomy." 
"Sunday Readings." 
"Important Public Quest ons " 
"Practical Talks on Writing English." 



14 



IMPORTANT BLANKS. 



(Name of town and date). 



JOHN H. VINCENT, Chancellor, 
(Name) 



.of the Class of 



reports completion of the year's work, and encloses fifty cents membership fee for 1891-92. 



(Name of town and date)_ 



JOHN H. VINCENT, Chancellor, 
(Name) 



.of the Class of. 



reports completion of required work up to date. 



(Name of town and date). 



JOHN H. VINCENT, Chancellor, 
(Name) 



.of the Class of 



desires to take Special Course Number. 
fee and memoranda. 



. , and encloses. 



.for 



Application for GARNET SEAL MEMORANDA, 1890-91 

I. Sign your name 



Post-Office address 



2. To what C. L. S. C. Class do you belong?. 



N. B. — Persons failing to state the class to which they belong, viust not expect the above application to receive 

any attention. 

NOTE.— There are only fonr Garnet Seal Con ses—One for each year of the regular course. No e.vtra Seals 

are given for re-reading these courses. 



INSTRUCTIONS.— When desired cut out these blanks and send to JOHN H. VINCENT, Chancei/or, 
Drawer 194, BUFFALO, N. Y. 



15 



Be sure to read the announcement of the Special tests in 
good English, page 34. 



[NOTE: This paper Is to 
be retained by the read- 
er. The detached pa- 
per must be returned.) 



READ THIS HEADING CAREFULLY. 

Shuiies of iSgo-gi. 



Shuienf s Outline Memoraitda, 



Graduates of 1882 to 1890 inclusive should note with great care the following points : — 

For reading the books ol the regular course and filling out the regular /our page memoranda, a special seal wiM 
be given. This paper should be filled out even if the white seal is also taken. Note especially that books read 
during your undergraduate course musl be re-read. 

For filling out the twelve-p-^ge memoranda on the reading of the regular course, answering 80 per cent, of the 
questions correctly, a while seal will be given. 

N. B. To Students. — In filling out this four-page paper upon the reading of 1890-91, you will be allowed to 
consult helps, but must write the answers in your own language. The work is not difficult ; but if you are unable to 
finish the required reading by July i, keep the paper until your zvork is completed. Strive, however, to be prompt iti 
returning your papers. Duplicate copies are sent you ; keep one f >r reference, and return the other, filled out, to 
John H. Vincent, Drawer 194, Buffalo, New York The paper will, in due time, be examined and your general 
standing in each paper reported to you at the end of the four years' course. 



N B.— Do not return this paper until you have finished all the required reading for 
1890-91, including The Chautauquan for June. 



Sign your name here 



I. Mark with the word " Read" each one ot the following named books which you have read 
since July 1890: 



Joy's "Outline History of England.". 
Hill's "Our English." 
Beers'" From Chaucer to Tennyson." 
Hurst's " Short History of the Church 



Winchell's "Walks and Talks in the 
Geological Field."' - - - 

Wilkinson's " Classic French Course in 
English.'' 

The Chautauquan Required Reading Oc- 
tober '90 to June '91. 

For Class of '91, "The^ Not absolutely required, I 
Chautauqua Movement." ( but strongly recommended. J ' 



in the United States." - 

2. If within a year you have read substitutes for any of these books, name them, with name of 
publisher and the number of pages in each. 



3. Mention the chief geographical features of the British Isles. 



4. What were the leading incidents of the Roman invasions of Britain after the conquests of 
Caesar? 



5. Sketch briefly the development of the Christian Church in England up to the time of Egbert. 



6. How was the English system of government modified by the Conqueror? 



'7 



7- What eve'nts make the reign of Richard I. especially memorable? 

8. What were the noteworthy features of Simon de Montfort's Parliament ? 

9. Who was John Wiclif and what was his influence upon England ? 



10. What was the attitude of Henry VIII. toward (a) the Roman Catholic Church and {i>) the 
Protestant Reformation ? 



II. The agitation ot what great questions led to civil war in 1642? 



12. How far at this time was the principle of "religious toleration" recognized by the English 
people? 



13. What important laws were enacted during the reign of William and Mary ? 



14. What was the "Reform Bill" of 1832? 



15. What dangers threaten the purity of our English tongue i 



16. What three points does our author emphasize concerning the study of English in the schools ? 



17. What can be done by the reading public to raise the standard of English in newspapers and 
novels? 



18 



1 8. What differences exist between the English of Chaucer and that of Alfred's time? 



IQ. What events during the 15th and i6th centuries exerted a marked influence upon English 
literature ? .., 



20. How did the writings of the Ante-Shaksperian dramatists affect the development of the 
English drama? 



21. What service has Shakspere rendered to the English language ? 



22. What causes contributed to the growth of prose literature during the Commonwealth? 



23. What prominent names are associated with the "Age of Milton " ? 

24. What element did Cowper and Burns introduce into British song ? 

25. Compare Wordsworth and Coleridge. 



26. In what departments of literature have (a) Macaulay and (d) Carlyle done their most endur- 
ing work ? 

(«) 

W 

27. What religious sects first established colonies in America and where was each located? 



28. Trace briefly the progress of Theology in the American Church. 



29. What facts concerning boulders may readily be observed ? 



^9 



30. Define (a) sedimentation, {d) erosion. 



31. What two theories are held as to the internal heat of the earth ?. 



32. What geological principle do we learn from comparison of the forms of Chalk Cliffs and the 
living forms of the deep Atlantic? 



33. What is meant by a " comprehensive type" ? 



34. What are some of the general characteristics of French literature ? 



35. State concerning Telemachus : {a) its author 

{b) its purpose 

{c) how it was received 

36. What was the famous romance oi St. Pierre? 

37. What was De Tocqueville's great work and what its influence in France? 



N. B. — Give your name in full. ,,, 
Post-Office Address. 

Class to which you belong. 



N. B.— Notices of change in address, requests for circulars, etc., should not be writ- j 
ten on the margin of the memoranda, as they are liable te be overloolied. All such corn- I 
munications MUST be made separately to insure attention. 

Note.— It is not our custom to acknowledge the receipt of memoranda when returned each year to this 
office ; but if you wish special acknowledgment, inclose an addressed postal card within the paper. The postal 
must not be sent in a separate envelope. If the envelope containing memoranda is carefully sealed and correctly- 
addressed, there is little danger of its failing to reach this office. 



NOTE : This paper is to 
be retained by tlie read- 
er. Thedetached paper 
should be returned. 



READ THIS HEADING CAREFULLY. 

Shtdies of 1890-91. 



White Seal Memoranda. 



N. B. — Students are expected to answer the questions on this paper, as far as possible, from 
memory. When this has been done, consult helps for the remainder, and, if possible, see that 
every question is answered. This paper does not take the place of the four-page memoranda. 
All students are expected to fill out the four-page paper. 

All enrolled members aie provided with this White Seal paper and if eighty per cent of the 
questions are correctly answersd the Seal will be awarded without extra expense. Those who 
wish the paper examined and the exact grade reported to them will send with the paper twenty- 
five cents lor this additional service, or one dollar if they wish the paper corrected and re- 
turned to them. 

Duplicate copies of the Memoranda are sent. Fill out both, keep one, and return the other to 
John H. Vincent, Drawer 194, Buffalo, New York. The paper will in due time be examined and 
graded, and your standing reported to you at the end of the four years. 



N. B.—Do not return this paper until you have finished all the required reading 
for 1890-91, including The Chautauquan for June. 



Sign your name here. 



Mark with the word "Read" each one of the following named books which you have read 
since July, 1890: 

Winchell's "Walks and Talks in the 

Geological Field." - - - 

Wilkinson's " Classic French Course in 

English." ..... 

The Chautauquan Required Readings 

October '90 to June '91. - - 

For Class of '91 "The 5 Not absolutely required, ) 
Chautauqua Movement." ( but strongly recommended. !; 



Joy's " Outline History of England." 

Hill's "Our English." 

Beers' " From Chaucer to Tennyson.". 

Hurst's " Short History of the Church 
in the United States." 



If within a year you have read substitutes for any of these books, name them, with the number 
of pages in each. 



ENGLISH HISTORY. 

1. Name six important English towns, the county in which situated, and an event associated with 
each. 



2. What facts concerning the early Britons are found in Caesar's " Notes on the War in Gaul " ? 



21 



3. Who were the real " Makers of England '' ? 

4. Compare the civilization of these invaders with that of the Romans. 



5. What two English towns became the seats of the archbishops ? 

6. Who was the greatest of the Saxon kings ? What can you say of his reign ? 



7. Who was Dunstan ? 



8. Characterize Godwin ? 



9. What was William the Conqueror's attitude toward the Pope ? 



10. What two famous archbishops held the See of Canterbury under William I. and II. ? 



II. What reforms were the "Constitutions of Clarendon " designed to effect ? 



12. What famous prelate opposed them, and with what result? 



13. What was the significance of the adoption of the "Great Charter" ? 



14. What were the chief events in the reign of Edward I. ? 



22 



15- What was the cause of the Hundred Years War? 



i6. Mention its most decisive battles 

17. What prominent leaders were engaged in it ? 

18 State briefly its results 



19. What was the final result of the struggle between Lancaster and York? 



20. Mention the chief events in the career of (a) Cardinal Wolsey 



{b) Thomas Cromwell 



21. Through what changes did the English Church pass during the reigns of the later Tudors? 



22. What were the most important events of Elizabeth's reign ? 



23. What was the political situation during the protectorate of Cromwell? 



24. What permanent changes resulted from the struggle against the Stuart tyranny ? 



25. What caused the war of the Spanish Succession and how did it result ? 



23 



26. What difficulties beset the " Great Commoner" and how did he meet them? 



27. What concessions were made to the Roman Cathohcs by the Tory Ministry of 1828 ? 



28. What have been the leading events of Queen Victoria's reign ? 



ENGLISH LANGUAGE. 
29. In what three aspects is the study of English in colleges considered ? 



30. Which of these should receive special attention in a college curriculum and why ? 



31. How may the teacher most wisely guide his pupils in the art of composition? 



32. From what sources should the thoughtful preacher draw his materials for sermons ? 



33. What is " Colloquial English" ? 



34. What are the most important elements of good conversation ? 



24 



35- How far should Colloquial English form the language of books and other written compositions ? 



ENGLISH LITERATURE. 
36. Give the leading incidents in the life of Chaucer. 



37. What are his personal and literary characteristics as shown in the "Canterbury Tales"? 



38. What were the sources of the English ballad literature of the 15th and i6th centuries? 

39. Name the most important works of Edmund Spenser. 

40. How does Spenser's work differ from that of most other English poets ? 



.41. Mention five other great names of the Elizabethan Age and an important work associated 
with each 



42. What are some of Shakspere's methods of work in his Historical plays ? 



25 



43- What in his Tragedies ? 



44. Who were Beaumont and Fletcher and how does their work compare with that of Shakspere : 



45. In what different forms of poetry did Milton's genius find expression ? Mention an example 
of each ■_ 

46. What were the distinguishing qualities of Dryden's work? 



47. Characterize briefly (a) Pope {3) Swift ; 
(«) 



{^). 



48. What famous essayists flourished in Queen Anne's reign and what was their most important; 
work? 

49. What was the "New Romantic School?" 

50. Who were its leading representatives ? 

5 1 . What new form of literature appeared at this time and with what effect upon the drama ?" 

52. What foreign influences are traceable in the early literature of the 19th century ?' 



26 



53- What important writers were contemporary with Wordsworth and Coleridge?. 



54. Compare briefly the three great masters of modern English fiction. 

{a) 



(*). 



(0 



55. What are the qualities of Browning's poetry? 



THE MODERN CHURCH IN THE UNITED STATES. 
56. What were the characteristics of the Spanish colonization of the New World ? 



57. What of the French? 

58. What were the Cambridge and Saybrook Platforms ? 



59. Wtiat were the results of the great religious revivals of the eighteenth century ? 



60. What difficulties in New England resulted in the " Half Way Covenant " ? 



27 



6i. What movements resulted in the separation of Church and State in the New World? 



62. What is the cause of the numerous small religious sects in this country ? 



63. What was the origin of the Mormon movement ? 



64. Trace the development of the Temperance Reform in America. 



GEOLOGY. 
65. Describe the movement of a glacier. 



66. What is "hard water " ? 



67. What condition of things does the " ridge road " of the great lakes suggest ? 



68. State some facts gained from the study of rock strata. 



28 



69. By what different processes were the Adirondacks and Catskills formed ? 



70, State certain facts concerning the distribution of iron ores. 



71. What substances are obtained from the evaporation of sea water? 



72. State at least three scientific principles relative to the accumulation of petroleum. 



73. In what sections of the country has natural gas been found most abundantly ? 



74. Describe the different varieties of coal. 



75. Where have the skeletons of mammoths been found and what facts ascertained concernino- 
them ? 



76. What types of vegetation are found in the coal measures ? 



77. What types of animal life? 



29 



78. What indications of life in the Eozoic Age have been found and where? 



79. What process of reasoning leads to the "fire mist" theory of the earth ? 



80. In what stage of the earth's development was the ocean evolved ? 



Si. What types of fishes belong to the Devonian Age ? 



S2. What conditions existed in the Carboniferous Age ? 



S3. What types of animal life and in what order appear in the periods succeeding the Devonian 

Age ? , 



].. What was the origin of the prairie lands of the Mississippi ? 



85. From what facts do geologists seek to determine the length of the Post Glacial Age ? 



What aspects of matter teach that the universe is controlled as well as planned by an Om- 
nipresent Being? 



30 



FRENCH LITERATURE. 

57. WhowasFroissart? 

58. What can you say of his Chronicles? 



What relation and what contrast exist between the writings of Rabelais and Swift ? 



90. What is our author's estimate of Montaigne's influence and why ? 



91. To what extent were La Fontaine's "Fables" the result of his own originality? 



92. What are the peculiar qualities of Moliere's writings ? Name two of his best known comedies. 



93. What were the "Provincial Letters" of Pascal? 



94. Compare Corneille and Racine, and mention an important work by each. 



95. What personal qualities gave Fenelon a powerful influence upon those around him ? 



31 



96. Name four great pulpit orators of France. 



97. Why was Voltaire's attitude toward Romanism evil in its effects upon Christianity in general? 



98. How does Rousseau stand before us in his "Confessions " ? 



99. Who were the Encyclopsedists and what was the object of their work? 



100. Name and characterize briefly three of the French Romanticists, mentioning a work by each. 

(«) : 

[b) 

(^) 

N. B. — Give your name in full. 



Post- Office Address 



Class to which you belong: 



N. B. — Notices of change in address, requests for circulars, etc., should NOT be writ- 
tea on the margin of the memoranda, as they are liable to be overlooked. All such com- 
munications MUST be made separately to insure attention. 

Note. — It is not the custom to acknowledge the receipt of memoranda when returned each year to this 
office ; hut if you wish special acknowledgement, inclose an addressed postal card within the paper. The postal 
must not be sent in a separate envelope. If the envelope containing memoranda is carefully sealed and correctly 
addressed, there is little danger of its failing to reach this office. 

32 



Local Circles of the C. L. S. C. 

'T*WO or more members of the Chautauqua Literary and Scientific Circle, meeting occasionally 
■*• for mutual improvement, constitute a local circle of the C. L. S. C. The circle may be an in- 
formal family gathering, termed a " home circle," or it may embrace a considerable number of 
persons in the same community. It is then known simply as a " local circle." 

Many thousands of C. L. S. C. readers pursue their studies without the aid of a local circle, 
and their standing at the central office is in no degree impaired by this fact. The local circle has 
nevertheless proved a most important factor in the work of the C. L. S. C, and Chautauqua 
students are urged to form circles whenever it is found practicable to do so. 

A few suggestions as to organizing and conducting circles are here offered. These are only 
suggestive and should be modified to suit local needs. 

I. Plan of Organization. — A simple organi- however, frequently render a different place of 
zation has usually proved most desirable for meeting desirable. In such cases Y. M. C. A. 
Chautauqua Circles except in the case of very halls or private parlors may give a home to the 
large circles, or of Unions of Circles, where the circle. Except in rare instances, under peculiar 
work contemplated requires a larger force of conditions it is suggested that an invitation to 
officers. In most circles, a president, vice presi- the circle be extended to any wishing to join, 
dent, secretary, and program committee form a Chautauqua is a great fraternity and believes 
sufficient corps of officers. As much of the sue- that we should reach our fellow men by every 
cess of a circle depends upon its officers, they possible avenue of approach. — Let the circle be 
should be selected with care. It is indispensable democratic. 

that they be persons who are thoroughly inter- IV. Number of Members. — Experience has 

ested in the work of the C. L. S. C, and who can shown the wisdom of limiting the membership 

be depended upon to keep up their own read- of a circle. Twenty-five or thirty members are 

ings and attend the meetings of the circle with usually enough. The members of the circle to 

promptness and regularity. do their best work must feel at home and ready 

II. Duties of the Officers. — The president to express themselves freely. If a circle is too 
should preside at all meetings, see that the ap- large, many fear to take part and the work falls 
pointed program is faithfully carried out and upon a few. Two small circles are usually 



that the best interests of the circle are served in 
every way possible. The vice president holds 
the same position in the absence of the presi- 
dent. The secretary should keep brief minutes 
of all meetings and a full list of the members. 
If the circle so direct the secretary may collect 



better than one large one. 

V. Unions of Circles. — It is recommended 
that where two or more circles exist in one 
locality, they arrange for an occasional union 
meeting, perhaps twice in a year. A vesper 
service or social gathering held under the aus- 



the annual fee of fifty cents from each member pices of the Chautauqua Circles in any commu- 
and forward the amount to the central office at nity will bring the work of Chautauqua before 
Buffalo, New York. It is also the duty of the the attention of the public and strengthen the 
secretary to report the organization of the circle bond of mutual fellowship among Chautauqua 
to the Buffalo office, giving the names of the students. 

officers and the number of members enrolled. VI. General Suggestions for Circle Pro- 
The program committee of three or more is ^aw.y.— [Detailed suggestions for weekly pro- 
usually appointed by the president, and arranges grams are published each month in The Chau- 
the programs for a certain number of meetings. tauquan.'\ Let the programs have a direct bear- 
It is well to change this committee once in two ing upon the required readings. 
or three months, and if possible to arrange so i. Theuseofthe*Chautauqua SongsorChau- 
that all members may at some time serve in this tauqua Liturgy with responsive readings, etc. 
capacity. Members should be urged to make 
suggestions to the program committee. 

III. Place of Meeting. — The Church is the 
natural and appropriate home of the Chautauqua 
Circle. Many a pastor has testified to the value 
of this feature of his church work. Therefore 
if possible have a circle organized in connection 
with a church and receive into membership all 
who will come and work. Circumstances may. 



2. Roll call answered by quotations, descrip- 
tions, anecdotes, the correct pronunciation of 
mispronounced words. 

3. Recitation of the C. L. S. C mottoes. 

*The Songs and Liturgy are both published by the 
Chautadqua-Century Press, Meadville, Pa., at the fol- 
lowing rates: Songs, sets, per copy; 40 cts. per doz. ; 
$3 00 per hundred. Liturgy, 10 cts. per copy; Ji.ooper 
doz. ; I7.00 per hundred. 



ii 



4. Question matches on questions and 
answers in The Chautauquan, or on questions 
brought by the members of the circle— pronuncia- 
tion, spelling and quotation matches, [quota- 
tions from some one author or several authors 
whose works are under consideration.] 

5. Question box— difficult questions on the 
required work answered by members present if 
possible or referred to a committee. 

6. Brief papers, but usually very brief and 
very few. 

7. General discussion of a given character 
or event, each member furnishing all possible 
light on the subject. 

8. Map drill on the geography of countries 
studied. A few minutes allowed for the draw- 
ing from memory of an outline map would prove 
a pleasant and profitable exercise. 

9. General quiz under the direction of 
an appointed leader. 

10. Short recitations from standard literature 
relating to subjects or events studied. 

11. Debate some question arising out of the 
required reading, announced at a previous 
meeting, with appointed leaders and chosen 
sides. Limit the speakers to a few minutes each. 



and the discussion to the time originally fixed. 
12 Put general questions to the whole 
circle, which shall cause the members to think 
vigorously, and hold the attention firmly to one 
question till it is answered. For example : 
What ten reasons are there why we should 
know the great outlines of Greek history and 
literature ? 

13. Experiments or illustrated scientific or 
literary lectures. Remember that the eye no 
less than the ear is an educator. 

14. Imaginary tours though countries or 
cities, each member describing one feature of 
the journey. 

1 5. Hold a five minute's recess in the midst of 
the progiam. 

16. Make use of the Chautauqua games and 
other kindred exercises. 

17. Discuss questions of local interest where 
they relate to the subjects studied. 

18. Make excursions to important objects of 
local interest. 

19. Celebrate the Memorial Days. 

20. Report of the critic, who may be appointed 
at each meeting to correct errors in mispro- 
nunciation, etc. 



Special Test Papers. 



Any member of the C. L. S. C. who desires a special exercise in the correction of faulty 
English sentences, should send an extra fee of fifty cents to the Central Office, Drawer ig4 
Buffalo, N. K, and ask for a "-special test paper y A paper will be sent out. The member will 
make his corrections, and return the sheet to the office. A final revision will be made, and sent 
back to the member. 

The papers will be taken from the entrance examinations of the leading colleges. The fol- 
lowing sample paper is made up from the Harvard University examinations for 1887: 

I. Bein^ commissioned to relieve the be- grace and danger darkened around his name 

she loved him the more ardently for his very 
sufferings. 

7. Last Saturday evening we celebrated the 
first annual existence of our paper amid the en- 
thusiasm of hundreds of people. 

8. He was one whom nature seemed to have 
first made generously and then to have added 
music as a dominant power. 

9. Some of this wax Ulysses gave to each 
sailor to put in his ears and prevent him hearing 
the Sirens. 

10. We wish to congratulate '87 on her well 



to 
leaguered city, she set out at the head of a force 
whose numbers were swelled by accessions all 
along the march. 

2. It is not too much to say that he is known 
most and best by a single story; one which we 
read in childhood and seem never to quite for- 
get. 

3. It is most efficacious when taken fasting 
and mixed with an equal quantity of hot water. 

4. Tom stared at me, and I wished I was 
home. 

5. Mr. Hastings did not reveal this to Mr. 
Marley, who, by the way, had fallen in loye 



earned success, as by winning this race she 

wfth Miss Hardcastle, whom he thought was placed the victor's wreath on her head which 

the bar-maid. will be remembered long after the members of 

6. When every worldly maxim arrayed itself the present seniors are scattered in the four 

against him ; when blasted in fortune, and dis- corners of the world. 



34 



Inductive Lessons on the Gospels of Luke and John. 

TN response to the request from many members of the C. L. S. C. for an advanced course of 
Bible study, arrangements have been made to recognize as seal courses of the C. L. S. C. the 
Inductive Lessons on John and the Inductive Lessons on Luke, prepared by Wm. R. Harper, 
Ph.D. and Geo. S. Goodspeed, M.A. 

As the International Sunday School lessons take up the Gospel of John on the first of July, 1891, it 
is thought that many Sunday School teachers will be glad of this opportunity for special prepara- 
tion, while those who are already engaged in the study of Luke will find the leaflets and the ex- 
amination on this subject of great value to them. The plan is as follows : 

I. Directions for Work. — Twelve leaflets least one thousand localities. Arrangements will 



each containing four lessons will be sent to the 
student. The leaflets on Luke are all ready 
and will be mailed at once upon receipt of the 
fee Those on John will be ready for mailing 
January ist. 

2. Lessons. — The lessons are very carefully 
drawn up and each student will record the re- 
sults of his study in a note book 

3. Examinations. — At the end of the course 
an examination will be held according to the 
following plan : At such place as may be in- 
dicated by the special examiner, appointed for 
the purpose by the Institute, applicants will 
meet. Four grades of the examination paper 
will be prepared. The advanced gsade for 
persons who have done elose and critical 
work. The Progressive grade for those 
classes who have done a less amount 
of work; The Intermediate grade for those 
from fifteen to twenty years of age ; 
The Elementary grade for those under 
fifteen. Care should be taken to select 
the proper grade. The leaflets furnished 
to the C. L. S. C. students will be those on the 
Progressive grade and the examination of the 
Progressive grade is the one recommended to 
them. The paper containing the printed ques- 
tions according to the grade selected will be 
placed in their hands. The answers must be 
written in ink on one side of the paper (letter 
size or foolscap preferred), as legibly as possi- 
ble, the writer's name being clearly inscribed 
at the top of each page. Two hours only 
will be allowed. At the end of that time, 
those examined will place their answers in the 
hands of the examiner, who will at once for- 
ward them to the Principal of Schools. The 
examination will be offered to persons in at 



also be made, if it is desired, by which examina- 
tion may be taken, even by one person, at any 
place which may be reached by mail. 

4. Certificate and Seal. — Each set of answers 
will be submitted for examination to an instruc- 
tor, appointed by the Directors of the Institute. 
The answers will be graded on the basis of ten. 
All papers having a grade of seven will entitle 
the writer to a certificate. Papers graded from 
7. to 8.5 will receive B or second class certificate ; 
papers from 8.5 to 10, will receive A or first- 
class certificates. In addition to the certificate 
of the American Institute of Sacred Literature, 
C. L. S. C. members whose papers have a grade 
of seven or above, will receive a special Seal of 
the Chautauqua Literary and Scientific Circle, 
to be placed upon the C. L. S. C. diploma. 

5. Fee. — A fee of one dollar will be charged for 
each one of these courses. This will entitle the 
student to the twelve leaflets, the examination, cer- 
tificate and seal. The fee should be sent to John 
H. Vincent, Drawer 194, Buffalo, N. Y., and the 
desired course mentioned. Persons may take both 
courses upon payment of two dollars. As this 
special arrangement offers peculiar advantages 
and is strictly limited to members of the C L.S. C , 
members in sending fees must be particular to 
mention the C. L. S. C. class to which they be- 
long. 

6. Time. — As the examination in Luke will be 
held in December, 1890, it will be necessary for 
students intending taking the examination to re- 
port the fact and send the fee before November 
10, 1890, so that they may be assigned to the 
proper groups and examiners. The examina- 
tion in John will be held in December, 1891, 
and fees will be received up to November 10, 
1 89 1, but students are urged to enroll early. 



35 



Special Courses of the C. L. S. C. 

'T^HE C. L. S, C. offers not only a general four year's course of reading, but opportunities also 
for special reading and study in standard literature, science, and art. A recent re-organiza- 
tion of this department will make the special courses one of the most valuable and important 
features ofthe work of the C. L. S. C, but as the new arrangement involves a thorough revision and 
classification of these courses, we are able at this time to announce only a partial list. The details 
ofthe new plan will be published later in the year. A fee of fifty cents is required for each special 
course. The required and recommended books may be ordered from Hunt& Eaton, New York; 
or Cranston & Stowe, Cincinnati and Chicago. 



NO. II.— ENGLISH HISTORY AND LITER- 
ATURE. 
[This course is designed to cover three years 
of work, and includes some special features not 
as yet offered in connection with other courses. 
The first and second years only are ready. A 
detailed circular concerning this course may be 
obtained from John H. Vincent, Drawer 194, 
Buffalo, N. Y.] 

Fttst Year. 
[Early England to Henry VII.] 
HISTORY : 

1. Green's "Short History ofthe English people." $1.38. 
(This book will be used for the entire three year's 
course.) 

2. Stubb's " Early Plantagenets. (Epoch Series.) 85 

cents. 

3. Poole's " Wycliflfe and Movements for Reform." 

(Creighton's Epochs of Church History ) 80 cents. 
LITERATURE : 

1. Ward's "English Poets." Vol. I. $1. 

2. " Typical Selections from English Prose Writers." 

Vol. I. (Clarendon Press ) 90 cents. 

3. Introduction to Minto's " Manual of English Prose 

Literature." 15 cents. 

4. Scott's " Ivanhoe." Cheap edition. Cloth, 50 cents ; 

illustrated, $1. 
The Ckautauguan, for '89-90, which contains special 
required articles. Price, $2. 
Second Year. 
[Henry VII. to Revolution of 1688 ] 
HISTORY : 
1. Green's "Short History ofthe English People." I1.38. 
(This book is used for the entire three year's course.) 
2 Seebohm's "Era of the Protestant Revolution." 

(Epoch Series ) 85 cents. 
3. Gardiner's " Puritan Revolution." (Epoch Series.) 
85 cents. 

LITERATURE : 

1. Ward's "English Poets," Vols. II. and III. Selections. 

$1.00 each. 

2. "Typical Selections from English Prose Writers" 

Vol. II. (Clarendon Press.) 90 cents. 

3. Introduction to Minto's "Manual of English Prose 

Literature." 15 cents. 
(This is the same book used last year.) 

4. George Eliot's "The Mill on the Floss. ' 50 cents. 
The Ckautauguan, 1890-91, containing special 

required articles. $2.00. 

Third Year. 
[Revolution of 1688 to ths Present Time ] 
Course to be announced. 



NO. VIII.— POLITICAL SCIENCE. 

[Silver Seal — Shield.'] 
Richard T. Ely, Ph. D.— Director. 

1 . Books to be read : 

Our Government. Jesse Macy. 80 cents. 

History of American Politics. Alexander 
Johnston. $1. 

Money, Trade, and Industry. F. A. Walker. 
$1.25. 

Problems of To day. Richard T. Ely. $1.25. 

Public Debts. H.C.Adams. $2.50. 

Congressional Government. Woodrow Wil- 
son. $1.25. 

2. Memoranda to be filled up. 

NO. XL— SECULAR NORMAL. 

[Purple Seal — Star7\ 

J. W. Dickinson. — Director. 

The Chautauqua Teachers' Reading Union 
provides a three years' course of reading, com- 
prising nine books on the History of Education, 
Principles and Methods of Education, School 
Supervision, etc. This course is recognized as 
the Secular Normal Course of the C. L. S. C, 
and any member of the C. L. S. C. who com- 
pletes the three years' course of the C. T. R. U. 
and receives the certificate of that department 
will be entitled to the Secular Normal Seal on 
the C. L. S. C. diploma without further payment 
of fees. [For circulars of the C. T. R. U. ad- 
dress the Buffalo office. ] 

NO.— XII. ASTRONOMY. 
[Gold Seal — Star.] 

1. Books to be read: 

Newcomb's Popular Astronomy. $2.50. 
School Edition, $1.30. 

Astronomy by Observation. $1.25. 
The Sun. Prof. Young. $2. 
Ecce Coelum. E. F. Burr. $1. 
World Life. A. Winchell, LL. D. $2.50. 

2, M^mgrqr^da tg be filled out. 



36 



Special Courses 

NO. XIII.— GEOLOGY. 

[Gray Seal — Shield.'] 

Frederick Starr, Ph. D. — Director. 

1 . Books to . be read : 
The Geologic Story Briefly Told. Dana. 

^i 40. 

Sketches of Creation. Winchell. ^.00. 
The Geological History of Plants. Dawson. 

^175. 

The Chain of Life in Geologic Time. Daw- 
son. 

Volcanoes. J. W. Judd. S~ 00. 

Earthquakes, John Milne. .^1.75. 

2. Memoranda to be filled up. 

NO. XIV.— CHEMISTRY. 
[Light Gray Seal — Octagon ] 

1. Books to be read : 
Lessons in Elementary Chemistry. H. E. 

Roscoe. .^1.25. 
The Young Chemist. Appleton. 90 cents. 
The New Chemistry. J. P. Cooke. ^2.00. 
Elementary Manual of Chemistry. Nichols, 
' Eliot, and Storer. .^1.25. 

Manual of Inorganic Chemistry. T. E. 
Thorpe. 2 vols. vf2 75. 

2. Memoranda to be filled up. 

NO. XV.— MICROSCOPY. 
[Silver Seal — Star^ 

Note. — Students pursuing this course in Mi- 
croscopy will be required to report the results of 
some practical work with the microscope. This 
seal cannot be given for simply reading the pre- 
scribed books. 
I . Books to be read : 

The Microscope and Its Revelations. Car- 
penter. ^5.50; or, The Microscope and Its 
History. J. Hogg. ^3.50. 

Common Objects for the Microscope. Wood. 
50 cents. 

Evenings with the Microscope, Gosse. ^1.50. 

The Preparation and Mounting of Microscopic 
Objects." Thomas Davies. $1.1^. 

2. Memoranda to be filled up. 
NO. XVI.— BOTANY. 
[Green Seal — Star^ 
Frededick Starr, Ph. D. — Director. 
I. Books to be read : 

Science Primer: Botany. J. D. Hooker. 45 
cents. 

School and Field Book of Botany. Prof Asa 
Gray. ^2.07 ; or. Descriptive Botany, Miss 
Eliza A. Youmans. $\.^o. 

Ferns in Their Homes and Ours. J. Robin- 
son. ^1.50. 



—Continued. 

The Vegetable World. Louis Figuier. .^1.50. 
Origin of Floral Structures. G. Henslow. 

vyi.75- 

Colin Clout's Calendar. Grant Allen. 30 
cents. 
2. Memoranda to be filled up. 

NO. XVII.— ZOOLOGY. 

[Green Seal — Shield.] 

Frederick Starr, Ph. D.— Director, 

1 . Books to be read : 
Life and her Children. Buckley. ^1.50. 
Zoology. Holder. $\.\o. 
Animal Intelligence. Romanes. ^1.75. 
Animal Mechanism. Marey. ^1.75. 
Animal Life. Semper, $1.00. 

2. Memoranda to be filled up. 

NO. XVIIL— PHYSICS. 
[Orange Seal — Shield.] 
Course I. 
Books to be read : 
Elements of Physics. Gage. S^-'^S- 
Heat as a Mode of Motion. Tyndall. ^2 5o- 
Electricity and Magnetism. S. P. Thompson. 
^1.25. 

Sound. Tyndall. S-'S*^- 
2. Memoranda to be filled up. 
Course II. 
[Orange Seal — Star.] 

1 . Books to be read : 
Light Lommel. $1.00. 
Recent Advance in Physical Science. Tait. 

^2.50. 

Conservation of Energy. Balfour Stewart 
^i 50. 

Michael Faraday. J. H. Gladstone. 90 cents. 

2. Memoranda to be filled up. 
NO. XIX.— PSYCHOLOGY. 

[Light Blue Seal— 5/ar.] 
J. W. Dickinson. — Director. 

1. Books to be read : 
The Emotions. James McCosh, D.D., LL.D. 

^.00. 

Outline Study of Man. Hopkins. 1^1.50. 

Elements of Intellectual Philosophy. Noah 
Porter, D.D. .55.00. 

The Relations ot Mind and Brain Henry 
Calderwood, LL.D ^4 00. 

Intuitions of the Mind. James McCosh, D, D. , 
LL.D. ^2.00. 

The Will. D. D. Whedon, D. D. ^1.50. 

2. Memoranda to be filled up. 



37 



Special Courses-Continued. 



NO. XXIII.— TEMPERANCE. 

[Brown Sis.a.1.— Shield.'] 

Frances E. Willard. — Director. 

1. Books to be read : 

Judge Pitman's Alcohol and the Church. lo 
cents. 

Judge Pitman's Alcohol and the State. ^1.50, 

Dr. B. W. Richardson's Ten Lectures on Al- 
cohol. Paper, 50 cents ; cloth, 75 cents. 

Canon Farrar's Ten Talks on Temperance. 
Paper, 25 cents; cloth, 60 cents. 

The Liquor Problem. Dr. Daniel Dorchester. 

Hygienic Physiology. J. Dorman Steele. 
Ph.D. 

Constitutional Amendment Manual. Mrs. J. 
Ellen Foster. 

Does Prohibition Prohibit ? 10 cents. 

History and Mystery of a Glass of Ale. By 
J. W. Kirton. 5 cents. 

Mrs. S. M. I. Henry's Pledge and Cross. 

2. Memoranda to be filled up. 

NO. XXVII.— PHYSIOLOGY. 

[Orange Seal — Octagon.'] 

W. G. Anderson, M. D. — Director. 

1. Books to be read : 
Martin's Human Body. ,^2.75. 
Epitome of Anatomy, 25 cents. 
Physiology. Foster. Science Primer. 45 

cents. 

Alcohol : Its Use and Abuse. Health Primer. 
40. cents. 

Emergency Notes. Glentworth R. Butler. 50 
cents. 

2. Reference Books, not required : 
Walker's Physiology. 

Steele's Physiology. 

Hutchison's Anatomy, Physiology, and Hy- 
giene. 

3. Memoranda to be filled up. 

NO. XXVIIL— THE BIBLE. 
[Gold Seal — Crown ] 
I. The entire Bible must be read. 
2 Memoranda to be filled up. 

NO. XXIX.— SHAKESPEARE. 
[Violet ^^m.— Shield. '\ 
W. D. McClintock, a. M. — Director. 
I. Reading required : 

A short sketch of the life of Shakespeare, 
twenty-five sonnets and twenty-four plays (the 
memoranda which will be sent upon receipt of 



the fee for this seal gives the list of plays and 
suggestions as to the best editions to be used). 
2. Memoranda to be filled up. 
NO. XXX.— FRENCH HISTORY AND LIT- 
ERATURE. 
[Rose Seal — Star]. 

1 . Books to be read : 

Guizot's Concise History of France. Masson. 
$1 50. 

Carlyle's History of the French Revolution. 
2 vols. $2. 50. 

The First Napoleon. John C. Ropes. $2.00. 

Short History of French Literature. George 
Saintsbury. Paper, 25 cents ; cloth, 46 cents. 

The History of a Crime. Victor Hugo. Paper, 
50 cents. 

Corrinne, oul'Italie. Madame de Stael. ^1.50 

A Tale of Two Cities. Dickeos. Paper, 50 
cents ; cloth, ^i.oo. 

2. Memoranda to be filled up. 

NO. XXXI.— THE STORY OF THE NATIONS. 
[Scarlet S^a.-l— Shield.] 

1 . Books to be read : 

The Story of Chaldea. Z. Ragozin. 
The Story of Assyria. Z. Ragozin. 
The Story of Ancient Egypt, Geo. Rawlinson. 
The Story of Persia. S. G. W. Benjamin. 
The Story of Carthage. Alfred J. Church. 
The Story of Alexander's Empire. J. P. 
Mahaffy. 
The Story of the Goths. Henry Bradley. 
Each ^i . 50. 

2. Memoranda to be filled up. 

XXXIII.— ANTHROPOLOGY. 

[Brown Seal. — Octagon.] 

Frederick Starr, Ph D. — Director. 

1 . Books to be read — Required : 

Natural History of Man. Quatrefages. ^i.oo. 

Anthropology. Tylor. .^.00. 

Man Before Metals. Joly. ^1.75. 

Races of Man. Peschel. .^.25. 

Ancient America. Baldwin. $2.00. 
Recommended : 

Dawn of History. Keary. 2 vols. Paper, 
30 cents. 

The Human Species. Quatrefages. |2.oo. 

2. Memoranda to be filled up. 



38 



Special Review Courses. 



SPECIAL REVIEW COURSES. 

For the benefit of students who wish to review 
more thoroughly the studies of their four years 
the following Special Review Courses have been 
prepared. Each course contains from six to 
nine books taken from the Required and White 
Seal Courses from 1878 to 1884, with the addi- 
tion of one new work not previously required. 

Any member of the Circle who takes up one 
of the review courses will be expected to re-read 
any of the books which are included in his reg- 
ular four years' course, and to read carefully all 
other works required. These courses are de- 
signed especially to give opportunities for study 
to those graduates of the earlier years who do 
not feel able to buy the books of later seal 
courses, but who feel the need of a better ac- 
quaintance with those they already possess. A 
fee of fifty cents is required for each course. 

No. I [Crimson Seal — Circle.'] 
Greek History and Literature. 
Timayenis's History of Greece. Vols i, ii. Or, 
Barnes's Brief History of Greece. 
Cyrus and Alexander. 
Chautauqua Text-Book, No. 5. 
Old Greek Life. Mahaffy. 
Preparatory Greek Course in English. 
College Greek Course in English. 
Chautauqua Text-Book, No. 6. 
The Greeks and the Persians. Epoch Series, 
$1.00. 

Memoranda to be filled up. 

No. II. [Scarlet Seal— CzVr/^. J 
Roman History and Literature. 
Merivale's General History of Rome ; or, 
Barnes's Brief History of Rome. 
Chautauqua Text-Book, No. 16. 
Preparatory Latin Course in Enghsh. 
College Latin Course in English. 
Primer of Latin Literature. 
Caesar— A Sketch. J. A. Froude. $1. 
Memoranda to be filled up. 

No. III. [Light Blue Seal— Or^-/^.] 
General History and Literature. 

Thalheimer's Ancient, Mediaeval and Modern 
History. 2 vols. 

Illustrated History of Ancient Literature. 
Quackenbos. 

Hypatia. Charles Kingsley. 

Uarda. Geo. Ebers. Cloth, jjS 1.50; paper 80 
cents. 

Chautauqua Text-Books, No, 29, No. 34 
No. 35. 

Memoranda to be filled up. 



No. IV. IRosE Seal— Or<r/^.l 
Church History: Religious and Biblical Topics. 

Blackburn's Church History. 
Philosophy of the Plan of Salvation. 
Outlines of Bible History. Hurst. 
History of the Reformation. Hurst. 
The Tongue of Fire. Arthur. 
Word of God Opened. Peirce. 
Chautauqua Text Book, No. 18. 
Conflict of Christianity with Heathenism. 
Ulhorn. 

The Character of Jesus. Bushnell. 

Memoranda to be filled up. 

No. V. [Green Seal— Orr/*'.] 
American History and Literature. 

Ridpath's or Hale's History of the United 
States. 

Chautauqua Text-Books, No. 21, No. 24. 
Outline Sketch of American Literature. H. A. 
Beers; or, Richardson's Primer. 
A Century of American Literature. Beers. 
Evangeline. Longfellow. 
Biographical Stories. Hawthorne. 
Memoranda to be filled up. 

No. VI. [Silver Seal— C/r<r/^.] 
Course in Science. 

Introductory Science Primer. Huxley. 50 
cents. 

Easy Lessons in Vegetable Biology. Wythe 

Human Physiology. J. Dorman Steele. 

Chemistry. Appleton. 

First Lessons in Geology. Packard. Or, 

Walks and Talk in the Geological Field. 
Winchell. 

Recreations in Astronomy. Warren. 

Memoranda to be filled up. 

No. VII. [Blue Seal— Orr/^.] 
English History and Literature. 

Green's Short History of the English People. 

Primer of English Literature. Brooke ; or, 
Beer's Outline Sketch of English Literature. 

Chautauqua Library of English History. Vols, 
i, ii, iii. 

The Nineteenth Century. Mackensie. 

King Richard III. Shakspere. 

King Henry V. " 

King Henry VIII. 

Bacon's Essays. 

Chautauqua Text-Books, No. 4, No. 23. 

Memoranda to be filled up. 



39 



Book-a-Month Courses. 



The Book-a-Month Reading Circle provides 
three courses of reading in standard literature, 
each course containing twelve books. These 
are recognized as Special Courses, and a seal 
is given for each. 

FIRST COURSE. 
The History of the United States. By T. W. 

Higginson. $i-5o. 
[With this is recommended (but not required) 
the study of Chautauqua Text-Book No. 21, 
American History. 10 cents.] 
The Life of George Washington. By Washing- 
ton Irving. Abridged for popular use. One 

volume. i2mo. 1:2.50. 
The Geologic Story Briefly Told. By Dr. J. D. 

Dana. $1.40. 
The Autocrat of the Breakfast Table. By O. W. 

Holmes. i8mo. ;?i,5o. Illustrated. i2mo. 

$2.00. 
Readings from English History. By J. R. 

Green. $1-50. 
[With this is recommended the study of 
Chautauqua Text-Book No. 4, English History. 
10 cents.] 
Lord Macaulay's Essays on Milton, Addison, 

and Warren Hastings. Cheap edition, 

paper. Three vols. Each, 25 cents. 
Tent Life in Syria and the Holy Land. By 

W. C. Prime. j52.oo. 
Henry Esmond. [A story of the Times of Queen 

Anne.] By W. M. Thackeray. Cheap 

edition, paper, 15 cents. i2mo. edition, 

cloth, $1 25. 
The Era of the Protestant Revolution. By 

F. Seebohn. ;^i.oo. 
Culture snd Religion. By J. C. Shairp. Cheap 

edition, paper, 15 cents. Cloth-bound 

edition, $1.25. 
Self-Help. By S. M. Smiles. Cloth bound 

edition, $1.00. 
John Halifax, Gentleman. By D. M. Craik. 

Cheap edition, paper, 1 5 cents. Cloth-bound 

edition, $1.25. 

SECOND COURSE. 
The Story of English Literature. By Mary 

Cecil White. (Mrs, John Lillie.) Paper, 



75 cents. Cloth, $1.25. 
The Essays of Elia, By Charles Lamb. Handy 

Volume Edition, Paper covers, 30 cents. 

Cloth, 60 cents. 
The Fairy I. and of Science. By A. B. Buckley. 

11,50. 
A Brief History of Ancient Peoples, .^i 25, 
Caesar, A Sketch. By J. A, Froude, Pamph- 
let edition, 20 cents. Cloth, i2mo, 60 cents. 
Hyperion, By H. W. Longfellow. Paper, 15 

cents. Cloth, 40 cents. 
Marmion, and The Lady of the Lake. Two 

Poems. By Sir Walter Scott. 25 cents each. 
Ivanhoe, By Sir Walter Scott, Cloth, 50 cents. 
History of the Crusades. By G W, Cox. Cloth, 

^1,00. 
Seekers after God. By Canon Farrar. Paper, 

20 cents. 
Ralph Waldo Emerson, By A. H. Guernsey, 

With selections from Emerson, s Writings. 

Paper, 40 cents. Cloth, 75 cents. 
Dio the Athenian. By E. F, Burr, Cloth, ^2.00. 

THIRD COURSE, 
The Young Folks' History of Greece, By Miss 

Yonge. Cloth, ^1,25, 
Robert Burns. By Thomas Carlyle. Pamphlet 

edition, containing several other essays by 

Carlyle. 20 cents. 
Recreations in Astronomy. By Dr. Henry W. 

Warren, .^1.25, 
Fur-Clad Adventurers, By Z, A. Mudge. ^I 00, 
Politics for Young Americans, By Charles 

Nordhoff. 90 cents. 
Ben-Hur : A Tale of the Christ, By Lew Wal- 
lace, ^1.50, 
The Sketch-Book. By Washington Irving. 

Popular edition. 75 cents. 
The Light of Asia. By Edwin Arnold. Paper, 

15 cents. Cloth, ^i. 00. 
In His Name. By Edward E. Hale. Paper, 

30 cents. Cloth, .^'i.oo. 
Getting On in the W^orld. By William Mat- 
thews. .5'i,5o. 
Oliver Cromwell. By E. Paxton Hood^ Paper, 

25 cents. Cloth, 50 cents. 
Credo, By L, T, Townsend. .^-i.oo. 



40 



READ THIS HEADING CAREFULLY. 



\ 



NOTE: Fill out either StUoUeS of 1 8^0-^1. 
firstorboth papers and i 
return to Drawer 194, 
Buffalo, N. Y- 



Shidenfs Outline Memoraitda. 



Graduates of 1882 to 1890 inclusive should note with great care the following points : — 

For reading the books ol the regular course and filling out the Tregala.r /our page memoranda, a special seal vfill 
be given. This paper should be filled out even if the white seal is also taken. Note especially that books read 
during vour undergraduate course must be >r-read. 

For filling out the twelve-page memorauda on the reading of the regular course, answering 80 per cent, of the 
questions correctly, a white seal will be given. 

N. B. To Students. — In filling out this four-page paper upon the reading of 1890-gi, you will be allowed to 
consult helps, but must write the answers in your own language. The work is not difficult ; but if you are unable to 
finish the required reading by July i, keep the paper until vour work is completed. Strive, however, to be prompt ia 
returning your papers. Duplicate copies are sent you ; keep one for reference, and return the other, filled out, to 
John H. Vincent, Drawer 194, Buffalo, New York The paper will, in due time, be examined and your general 
standing in each paper reported to you at the end of the four years' course. 



N B.— Do not return this paper uintil you have finished all the requiped reading for 
1890-91, including The Chautauquan for June. 



Sign your name here 



I 



Mark with the word " Read " each one of the following named books which you have read 
since July 1890 : 

Winchell's " Walks and Talks in the 

Geological Field. ' - . . 

Wilkinson's "Classic French Course in 

English.'' ----- 

The Chautauquan Required Reading Oc 
tober '90 to June '91. - - 

For Class of '91, " ThCj Not absolutely required, ) 
Chautauqua Movement " ( but strongly recommended, i 



Joy's "Outline History of England.". 

Hill's "Our English.'" 

Beers'" From Chaucer to Tennyson." 

Hurst's " Short History of the Church 
in the United States." 



If within a year you have read substitutes for any of these books, name them, with name of 
publisher and the number of pages in each. 



^ 3. Mention the chief geographical features of the British Isles. 



5 4. What were the leading incidents of the Roman invasions of Britain after the conquests of 

to 

CtEsar? 



c 
§ 

5 



5. Sketch briefly the development of the Christian Church in England up to the time of Egbert. 



K^ 6. How was the Enghsh system of government modified by the Conqueror? 



7. What events make the reign of Richard I. especially memorable? 

8. What were the noteworthy features of Simon de Montfort's Parliament ? 

9. Who was John Wiclif and what was his influence upon England ? 



10. What was the attitude of Henry VIII. toward {a) the Roman Catholic Church and (d) the 
Protestant Reformation ? 



II, The agitation ot what great questions led to civil war in 1642? 



12, How far at this time was the principle of "religious toleration" recognized by the English 
people? ^ 



"o I 13. What important laws were enacted during the reign of William and Mary? 
o 



14. What was the "Reform Bill" of 1832? 



15. What dangers threaten the purity of our English tongue ? 



16. What three points does our author emphasize concerning the study of English in the schools ? 



17. What can be done by the reading public to raise the standard of English in newspapers and 
novels ? 



I 



1 8. What differences exist between the EngHsh of Chaucer and that of Alfred's time? 



19 What events during the 15th and i6th centuries exerted a marked influence upon English 
literature ? 



20. How did the writings of the Ante-Shaksperian dramatists affect the development of the 
English drama? 



21. What service has Shakspere rendered to the English language ? 



22. What causes contributed to the growth of prose literature during the Commonwealth ? 



'S5 



S 23. What prominent names are associated with the "Age of Milton " ? 



, S 24. What element did Cowper and Burns introduce into British song ? 



^ 25. Compare Wordsworth and Coleridge. 



26. In what departments of literature have (a) Macaulay and (d) Carlyle done their most endur- 
ing work ? 
(«) 



f 




28. Trace briefly the progress of Theology in the American Church. 



29. What facts concerning boulders may readily be observed ? 



2,0. Define (a) sedimentation, (d) erosion. 



31, What two theories are held as to the internal heat of the earth?. 



32. What geological principle do we learn from comparison of the forms of Chalk Chfifs and the 
living forms of the deep Atlantic? 



33. What is meant by a " comprehensive type" ? 



34, What are some of the general characteristics of French literature ? 






i< I 35. State concerning Telemachus : {a) its author 

§ I {b) its purpose 

•g I {c) how it was received 



o ^6. What was the famous romance oi St. Pierre? 

37. What was De Tocqueville's great M'ork and what its influence in France?. 



g^" N. B. — Give your 7iaine inficll. 
Post-Office Address. 



Class to wJiicJi you belong. 



N. B. — Notices of change in address, requests for circulars, etc., should not be writ- 
ten on the margin of the memoranda, as tliey are liable te be overlooked. All such com- 
munications MUST be made separately to insure attention. 

Note.— It is not our custom to acknowledge the receipt of memoranda when returned each year to this 
ofi&ce ■ but if you wish special acknowledgment, inclose an addressed postal card within the paper. The postal 
must not be sent ia a separate envelope. If the envelope containing memoranda is carefully sealed and correctly 
addressed, there is little danger of its failing to reach this office. 



NOTE: Fill out either 
first or botli papfbrs and 
return to Drawer 194, 
Buffalo, N. Y. 



READ THIS HEADING CAREFULLY. 



Shtdies of 1890-91. 



White Seal Memoranda. 



N. B. — Students are expected to answer the questions on this paper, as far as possible, from 
memory. When this has been done, consult helps for the remainder, and, if possible, see that 
every question is answered. This paper does not take the place of the four-page memoranda. 
All students are expected to fill out the four-page paper. 

All enrolled members are provided with this White Seal paper and if eighty per cent of the 
questions are correctly answered the Seal will be awarded without extra expense. Those who 
wish the paper examined and the exact grade reported to them will send with the paper twenty- 
five cents lor this additional service, or one dollar if they wish the paper corrected and re- 
turned to them. 

Duplicate copies of the Memoranda are sent. Fill out both, keep one, and return the other to 
John H. Vincent, Drawer 194, Buffalo, New York. The paper will in due time be examined and 
graded, and your standing reported to you at the end of the four years. 



N. B.— Do not return this paper until you have finished all the required reading 
for 1890-91, including The Chautauquan for June. 



Sign your name here. 



Mark with the word "Read" each one of the following named books which you have read 

since July, 1890: 

Winchell's "Walks and Talks in the 

Geological Field." - - - 

Wilkinson's " Classic French Course in 

English." 

The Chautauquan Required Readings 

October '90 to June '91. - - 

For Class of '91 "ThCij Not absolutely required, \ 

Chautauqua Movement." \ but strongly recommended, s 



Joy's " Outline History of England.". 

Hill's "Our English." 

Beers' " From Chaucer to Tennyson.". 

Hurst's " Short History of the Church 
in the United States." - - .. 



If within a year you have read substitutes for any of these books, name them, with the numbei 
of pages in each. 



::| ENGLISH HISTORY. 

o I. Name six important English towns, the county in which situated, and an event associated with 
^ each. 



2. What facts concerning the early Britons are found in Caesar's "Notes on the War in Gaul" .-* 



I 



es 



3. Who were the real " Makers of England '' ? 

4. Compare the civilization of these invaders with that of the Romans. 



5. What two English towns became the seats of the archbishops ? ; 

6. Who was^the greatest of the Saxon kings ? What can you say of his reign ? 



7. Who was Dunstan ? 



8. Characterize Godwin ? 



9. What was William the Conqueror's attitude toward the Pope ? 



10. What two famous archbishops held the See of Canterbury under William I. and II. ? 



II. What reforms were the "Constitutions of Clarendon " designed to effect ? 



12. What famous prelate opposed them, and with what result? 



13. What was the significance of the adoption of the "Great Charter" ? 



14. What were the chief events in the reign of Edward I. ? 



15. What was the cause of the Hundred Years War? 



16. Mention its most decisive battles 

Ij. What prominent leaders were engaged in it ? 

18. State briefly its results 



19. What was the final result of the struggle between Lancaster and York? 



20. Mention the chief events in the career of {a) Cardinal Wolsey 



[b) Thomas Cromwell 



?i' :.... 

|! 

•g 21. Through what changes did the English Church pass during the reigns of the later Tudors? 



■g 22. What were the most important events of Elizabeth's reign ? 

(^ 



23. What was the political situation during the protectorate of Cromwell? 



24. What permanent changes resulted from the struggle against the Stuart tyranny ? 



25. What caused the war of the Spanish Succession and how did it result? 



26. What difficulties beset the " Great Commoner" and how did he meet them? 



27. What concessions were made to the Roman Cathohcs by the Tory Ministry of 1828 ? 



28. What have been the leading events of Queen Victoria's reign ? 



ENGLISH LANGUAGE. 
29. In what three aspects is the study of English in colleges considered ? 



30. Which of these should receive special attention in a college curriculum and why ? 



31. How may the teacher most wisely guide his pupils in the art of composition ? 



32. From what sources should the thoughtful preacher draw his materials for sermons ? 



33. What is " Colloquial English " ? 



34. What are the most important elements of good conversation ? 



35- How far should Colloquial English form the language of books and other written compositions ? 



ENGLISH LITERATURE. 
36. Give the leading incidents in the life of Chaucer. 



37. What are his personal and literary characteristics as shown in the "Canterbury Tales"? 



38 What were the sources of the English ballad literature of the 15th and i6th centuries? 



39. Name the most important works of Edmund Spenser. 



40. How does Spenser's work differ from that of most other English poets ? 



41. Mention five other great names of the Elizabethan Age and an important work associated 
with each 



42. What are some of Shakspere's methods of work in his Historical plays ? 



43- What in his Tragedies? 



44. Who were Beaumont and Fletcher and how does their work compare with that of Shakspere ? 



45. In what different forms of poetry did Milton's genius find expression ? Mention an example 
of each 

46. What were the distinguishing qualities of Dryden's work ? 



47. Characterize briefly {a) Pope {b) Swift; 
[a) 



{b). 



?. What famous essayists flourished in Queen Anne's reign and what was their most important 
work ? 

















4Q- 


What 


was 


the 


"New 


Romantic 


School?" 






SO. 


Who 


were 


its 


leading representa 


tives ? 




. 



51. What new form of literature appeared at this time and with what effect upon the drama ? 



52. What foreign influences are traceable in the early literature of the 19th century? 



53 What important writers were contemporary with Wordsworth and Coleridge? 



54. Compare briefly the three great masters of modern EngHsh fiction. 

(«^ 



[b) 



U). 



\ 



55. What are the quahties of Browning's poetry? 



CS 



THE MODERN CHURCH IN THE UNITED STATES. 
56. What were the characteristics of the Spanish colonization of the New World ? 



57. What of the French? 

58. What were the Cambridge and Saybrook Platforms ? 



59. What were the results of the great religious revivals of the eighteenth century ? 



60. What difficulties in New England resulted in the " Half Way Covenant " ? 



6i. What movements resulted in the separation of Church and State in the New World? 



62. What is the cause of the numerous small relig-ious sects in this country? 



63. What was the origin of the Mormon movement ? 



64. Trace the development of the Temperance Reform in America. 






§ ' GEOLOGY. 

o 

"^^ 65. Describe the movement of a glacier. 



66. What is "hard water " ? 



67. What condition of things does the " ridge road " of the great lakes suggest ? 



State some facts gained from the study of rock strata. 



p 

I 69. By what different processes were the Adirondacks and Catskills formed ? 



70. State certain facts concerning the distribution of iron ores. 



71. What substances are obtained from the evaporation of sea water? 



72. State at least three scientific principles relative to the accumulation of petroleum. 



} 



5^i 

^ 73 In what sections of the country has natural gas been found most abundantly ? 



•"^ 74. Describe the different varieties of coal. 






75. Where have the skeletons of mammoths been found and what facts ascertained concernino- 
them ? 



76. What types of vegetation are found in the coal measures ? 



yj. What types of animal life ? 



78. What indications of life in the Eozoic Age have been found and where ? 



79 . What process of reasoning leads to the "fire mist" theory of the earth ? 



80. In what stage of the earth's development was the ocean evolved ? 



81. What types of fishes belong to the Devonian Age ? 



,§' 82. What conditions existed in the Carboniferous Age ? 



S 



83. What types of animal life and in what order appear in the periods succeeding the Devonian 
Age? ; 



■o 



What was the origin of the praine lands of the Mississippi ? 



85. From what facts do geologists seek to determine the length of the Post Glacial Age ? 



86. What aspects of matter teach that the universe is controlled as well as planned by an Om- 
nipresent Being? 



FRENCH LITERATURE. 

87. Who was Froissart? 

88. What can you say of his Chronicles? 



). What relation and what contrast exist between the writings of Rabelais and Swift ? 



90. What is our author's estimate of Montaigne's influence and why ? 



91. To what extent were La Fontaine's "Fables" the result of his own originality? 



92. What are the peculiar qualities of Moliere's writings ? Name two of his best known comedies. 



93. What were the "Provincial Letters" of Pascal? 



94. Compare Corneille and Racine, and mention an important work by each. 



95. What personal qualities gave Fenelon a powerful influence upon those around him ? 



96. Name four great pulpit orators of France. 



97. Why was Voltaire's attitude toward Romanism evil in its effects upon Christianity in general? 



How does Rousseau stand before us in his " Confessions " ? 



99. Who were the Encyclopsedists and what was the object of their work? 



^" 100. Name and characterize briefly three of the French Romanticists, mentioning a work by each. 



{by 






{c). 



TV. B. — Give your name in full. 



Post Office Address _ 



Class to which yoti belong: 



N. B. — Notices of change in address, requests for circulars, etc., shauld NOT be writ- 
tea on the mai'gin of the memoranda, as they are liable to be orerlooked. All such com- 
munications MUST be made separately to insure attention. 

I^OTE. It is not the custom to acknowledge the receipt of memoranda whsn returned each year to this 

office • but if you wish special acknowledgement, inclose an addressed postal card within the paper. The postal 
must not be sent in a separate envelope. If the envelopa containing memoranda is carefully sealed and correctly 
addressed, there is little danger of its failing to reach this office. 



CHAUTAUQUA COLLEGE. 



LEWIS MILLER, President. JOHN H. VINCENT, Chancellor. 

WILLIAM R. HARPER, Principal. 



INSTRUCTION BY CORRESPONDENCE. 

The Chautauqua College of Liberal Arts has had a history ot seven years, and the year just 
ended has been the most successful of all. The total enrollment has been much larger than for 
any previous year. New courses and improved methods will probably cause the year 1893-91 to 
be marked by still greater growth. That the work of resident colleges can be done thoroughly 
and satisfactorily by correspondence has been abundantly proved : the testimony of those who 
have tried it, and the fact that some who enrolled in the first term of the college are still taking 
special courses, are sufficient evidence of the success of this method and of the quality of the work. 
The professors in charge of the several departments include some of Chautauqua's most scholarly 
lecturers, and representative men from the faculties of Johns Hopkins, Yale, and other institutions 
of the highest grade. The value of a personal correspondence with educators whose opinion 
carries authority, cannot be over-estimated. 



The courses outlined in the calendar include Latin, Greek, English Language and Literature, 
Greman, French, Natural and Physical Sciences, Mathematics, History, Political Economy, 
Mental and Moral Science, etc. Upon such students as successfully complete the full college 
curriculum, degrees are conferred by Chautauqua University. 



A great many persons who are unable to complete a full college curriculum wish special train- 
ing in certain definite lines. The plan of the C. C. L. A. has been so arranged as to allow those 
who have only a limited amount of time for study, to use that to advantage; they may take just 
so much work as they wish, and in whatever department they may prefer. 



In connection with the college proper there is a preparatory department which offers to students 
who are not qualified to pursue the regular curriculum of the college, such preparation as they 
may need. The courses in this department are conducted by the professors in the college. 
Elementary Latin, Greek, German, French, English, and Mathematics are taught with great care, 
and such rapidity as is suited to the interests of each student. Though designed primarily for be- 
ginners, these courses are especially recommended to those persons who wish to review or to 
study methods. 



For Calendars and information of any kind relative to the Chautauqua College of Liberal Arts, 
address John H. Daniels, New Haven, Conn. Always enclose stamp for reply. 



41 



Chautauqua Assemblies. 

The Chautauqua Assembly, New York. 

Acton Park, • Indiana. 

Bay View Assembly Petoskey, Mich. 

Beatrice Chautauqua Assembly, Beatrice, Neb. 

Bluff Park Iowa. 

Black Hills, South Dakota 

Connecticut Valley Assembly, Northampton, Mass. 

Chautauqua Assembly of Southern California, . . , Redondo Beach, CaL 

Clarion District Assembly, Clarion, Pa. 

Cumberland Valley Assembly, Williams Grove, near Harrisburg, Pa. 

Council Bluffs and Omaha Assembly Iowa. 

DeFuniak Springs FJa. 

Epworth Heights Chautauqua Assembly , Ohio. 

Georgia Chautauqua, Albany, Georgia. 

Hedding Chautauqua Assembly, East Epping, N. H 

Iowa Chautauqua Assembly, Colfax, Iowa. 

Island Park, Rome City, Ind. 

Kansas Chautauqua Assembly, Kansas. 

Kentucky Chautauqua Assembly Lexington, Ky, 

Lakeside Ohio. 

Lake Bluff, . . , . •" HI. 

Long Pine, Neb. 

Long Beach, • • California. 

Lake Tahoe, - - Nevada 

Maplewood Park, • Waseca, Minn. 

Missouri Assembly • Warrensburg, Mo. 

Mount Dora, = • • • Florida. 

Mountain Grove, Berwick, Pa. 

Mountain Lake Park, Md. 

Monteagle, Tenn. 

Monona Lake, . Wis. 

• Mahtomedi, • Minn. 

Nebraska Assembly, Crete, Neb. 

New England Assembly, South Framingham, Mass. 

Niagara Assembly, Niagara-on-the-Lake, Canada. 

Northern N. E. Assembly, Fryeburg, Maine. 

Ocean City, N. J. 

Ocean Grove, ....." N J. 

Ocean Park, Maine. 

Ottawa Assembly, '. • . . . . Ottawi, Kan. 

Pacific Coast Assembly, Monterey, Cal. 

Piasa Bluffs HI- 

Piedmont Chautauqua, near Atlanta, Ga. 

Puget Sound Assembly Washington. 

River View Assembly, Ohio. 

Rocky Mountain Assembly, . . Colorado. 

Round Lake, N. Y. 

San Marcos, Texas. 

Seaside Assembly, ^ey East, N. J. 

Silver Lake Chautauqua Association, N. Y. 

Texas Chautauqua Assembly Georgteown, Texas. 

Willcockson, Ark. 

Winfield, • Kansas. 

W^eirs, N H. 

Wellington, . - Cape Colony, S Africa. 

Oxford, . Oxford, England. 

Blackpool, • Blackpool, England . 

Printed by Flood & Vincent, The Chautauqua-Century Press, Meadville, Pa. 



ft 

> 11 




LIBRARY OF CONGRESS % 



029 502 650 9 








^^"x^; •'■ ■■ '" ' 




:■' I- 


V- ^'-'^^'^ 


^■ vil*:^^ 


*^'A ..■,;... ''*. 






^■:m^.0-'' 


^.t^..;;:,'*. 


m 


pT?-' 


%^-y::^''.'^ 


P- 


"*',- . : ■ '9^::!ik 













s**^**^ V-*^ 



i^l 







^^^- 



^^^ 



